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i LIBRARY OF CONGRESS 



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UNITED STATES OF AMERICA 




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[FROM THE DEPARTMENT OF INSTRUCTION. ..SAN FRANCISCO.] 



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LAWS RELATING TO THE SCHOOL LANDS. 



FORMS AKD rNSTEUCTIOIs^S. 



By ANDRE^V J. MOULDER, 

SUPERINTENDENT OF PUBLIC INSTRUCTION. 



JOHN O'MEAKA, STATE PRINTEB. 

1858. 



.G/ 



COMMEITARIES 



THE SCHOOL 1L.A.^W. 



AN ACT 

To establish, support, and regulate Common Schools, 
and to repeal former Acts concerning the same. 
Passed May 3, 1855. 

The People of tJie State of California, represented in Senate and 
Assembly, do enact as folloios : 

STATE BOARD. 

Section 1. The G-overnor, the Superintendent of Public In- 
struction, and the Surveyor General of the State, shall state Board of 
constitute a State Board of Education. The Governor Education. 
shall be the President, and the Superintendent shall be the Secretary 
of the Board. 

Section 2. The State Board of Education shall have a seal, an im- 
pression and description of which shall be deposited by seai. 
the Secretary of the Board in the State Treasurer's office, and on or 
before the fifteenth day of January of each year, the Reports. 
Board shall make a full report of all their official acts to the Legisla- 
ture. 

superintendent op public instruction. 

Section 3. It shall be the duty of the Superintendent of Public 
Instruction, by and with the advice, and subject to the Duty of superin- 
supervision of the State Board of Education : First, To instruction. 
prepare and publish, in connection with this Act, instructions and 
forms for the direction of Superintendents, Boards, Trustees, Mar- 



4 COMMENTARIES ON THE SCHOOL LAW. 

slials, and Teachers of the Common Schools, and to distribute to 
each County Superintendent a sufficient number of copies of this Act, 
and of the said instructions and forms, for the supply of the Common 
School Officers in the county. Second, By all proper means in his 
power to disseminate intelligence among the people in relation to the 
method and value of education. Third, To exercise a general super- 
vision over such Normal Schools and Teachers' Institutes as may by 
law be established. Fourth, Immediately after the State Controller 
has made his semi-annual report, as herein required, to apportion to 
the several counties the amount of School Moneys in the State Trea- 
sury to which each shall be entitled under the provisions of this Act, 
in proportion to the number of children residing therein, between the 
ages of four and eighteen, as shown by the last previous reports of 
the County Superintendents and School Marshals, or other officers 
charged therewith, and make a record thereof in the Book of Records, 
to be kept by the State Board of Education, and furnish to the Con- 
troller of State, to each County Treasurer, and to each County Super- 
intendent, an abstract of such apportionment ; and with each appor- 
tionment, to furnish to each County Treasurer his order on the 
Controller of State, under the seal of the State Board of Education, 
for the amount of School Moneys in the State Treasury to which 
such county shall be entitled, and take such County Treasurer's 
receipt for the same. Fifth, To present to the Legislature, annually, 
on or before the tenth day of each session, a full report of the con- 
dition of public instruction in the State; the number and grade of 
Schools in each county ; the igumber of white children in each county, 
between the ages of four and eighteen years ; the number of such 
attending Common Schools established under the provisions of this 
Act; the amount of Common School Moneys apportioned to each 
county; the ainount of money raised and expended by any county, 
town, city or School District, for the support of Common Schools 
therein ; together with such suggestions as he may deem it expedient 
to make in relation to the construction of School Houses, the improve- 
ment and better management of Common Schools, the qualification 
of Teachers, the ways and means for raising funds for the support of 
Common Schools, and providing suitable School Houses, and for the 
promotion of the general interests of education throughout the State. 

Section 4. All necessary expenditures of moneys, incurred by 
Moneys-how ex- ^he Superintendent of Public Instruction in the discharge 
pended. ^f jjjg official dutics, sliall be paid out of any fund in the 

Treasuiy not otherwise appropriated, the amount being duly certified 
by the State Board of Education, and the Controller of State is 
hereby authorized to issue his warrants on the Treasurer for the same. 

Section 5. He may annually call a State Convention of Teachers 
state Convention ^^^ Officcrs of Comuion Scliools, and such Convention 
of Teachers. j^g^y discuss and rocommcnd impi'ovements in teaching, 
and the management of Schools, and a series of School Books through- 
out the State, and may consider other subjects pertaining to public 



APPORTIONMENT OF SCHOOL FUND. 5 

instruction ; provided, the State shall incur no expense from sucli 
Convention. 

STATE TREASURER AND STATE CONTROLLER. 

Section 6. It shall be the duty of the State Treasurer to receive 
and hold as a special deposit, all Common School Moneys Duty of state 
paid into the Treasury, and pay them over only on the Treasmer. 
warrant of the Controller of State, issued upon the order of the State 
Board of Education, under the seal of said Board, and signed by the 
Superintendent of Public Instruction in favor of the County Treasu- 
rer, which orders, duly indorsed by the County Treasurers, shall be 
the only valid vouchers in the hands of the State Controller for the 
disbursement of said Common School Moneys. 

Section 7. All School Moneys due each county in the State 
shall be paid over by the State Treasurer to the County state controller. 
Treasurers on the first day of January and the first day when paid. 
of July of each year, or as soon thereafter as the County Treasurers 
may apply for the same, upon the warrant of the Controller of State, 
di'awn in conformity with the apportionment of the Superintendent 
of Public Instruction, as provided for in section three of this Act; 
provided, however, that no mileage nor allowance other than the 
commissions provided for by law, shall be made to any County 
Treasurer for receiving and transporting said money to his county. 

Section 8. The State Controller shall keep a separate and dis- 
tinct account of the Common School Fund, and of the How school Ac- 
interest and income thereof, together with such moneys kept. 
as shall be raised by State tax or special appropriation, or otherwise, 
for the support of Common Schools. 

Section 9. The State Controller shall, on or before the tenth 
day of June, and the tenth day of December, of each scbooi Moneys re- 
year, report to the Board of Education, who shall include n'itesem*iimu- 
the same in their annual report to the Legislature, a ^"^■ 
statement of the securities belonging to the Common School Fund, 
together with a particular statement of the moneys in the Treasury 
accruing on or before the first day of July and the first day of Janu- 
aiy next following, from the interest or income of the Common 
School Fund, or from State taxes, or appropriations, or from any 
other source for the support of Common Schools. 



REMARKS. 

The principal of the State School Fund consists of the 
proceeds of the sale of the 500,000 acres of land granted 
by Congress for the purposes of Internal Improvements, 
and, by our Constitution, devoted to the cause of learning. 



6 COMMENTARIES ON THE SCHOOL LAW. 

Up to this date, May 12tli, 1858, tlie number of acres sold 
is 237,760, at |2 per acre ; making the total School Fund 
$475,520. Upon this the State pays 7 per cent, interest 
per annum, producing |33,286 40 annually, or $16,643 20 
distributable semi-annually. 

Sales of the School Lands having almost ceased under 
the old Law, the Legislature passed a Law, at its recent ses- 
sion, approved April 23d, 1858, which may be found at 
length in the Appendix to this volume, reducing the price 
to $1 25 per acre, and containing other provisions calcu- 
lated to expedite the sale. 

Under this Law, it is expected the principal of the School 
Fund will rapidly augment, and, by consequence, the 
amount semi-annually apportioned. 

In addition to this source of revenue, the School Fund 
is entitled to 25 per cent, of the nett proceeds received by 
th6 State from Poll Taxes. The amount of this is vari- 
able, depending upon the energy with which the collection 
of this tax is enforced in the several counties. 

From the 10th of December, 1857, to the 10th of May, 
1858 — five months — the amount placed to the credit of the 
School Fund, from this source, was $7,953 49. 

It is also provided that all escheated estates, recovered 
by the State, shall be credited to the School Fund, but, as 
yet, no practical benefit has resulted from the Law. 



COUNTY SUPERINTENDENTS. 

Section 10. [Amended by Act of March 28tli, 1857 ; and Act 
of March 28th, 1857, again amended by Act of April 26th, 1858, 
Superintendent to ^'^ ^^ad as follows :] Unless otherwise provided, by spe- 
be elected, Q[g^\ \g^y^ ^ ^ Superintendent of Common Schools shall be 

elected in each county, at the general elections, before the term of 
office of the present incumbents shall expire, and shall enter on the 
duties of his office on the first Monday of the month subsequent to 
Term of Office, his clectiou. He shall hold office for two years, or until 
his successor is elected and qualified, and shall take the oath of office, 
Bond. and give official bond^ in a sum to be fixed by the Board 

of Supervisors, which bond shall be in a sum not less than double 
the estimated amount of School Moneys to come into the County 



DUTIES OF COUNTY SUPERINTENDENTS. 7 

Treasury each year. Provided, That in the counties of Tuolumne, 
Stanislaus, Los Angeles, Monterey, Santa Cruz, Sonoma, comity ciei-fe, 
the County Clerk of each of said counties shall be ex Stencients."''^'^ 
officio Superintendent of Common Schools for the county. Provided, 
That in the county of Sonoma, the County Clerks of said Duties of coimty 
county shall keep on file in their offices: First, The re- «i«rk of sonoma. 
ports of the School Trustees, Marshals and Teachers, and record the 
same in a book to be kept for that purpose; and at the close of his term 
of office, to deliver the same to his successor in office. Second, To 
make a full report, in writing, annuall}^, on or before the twentieth day 
of November, for the School Year ending on the last day of October, 
next previous thereto, to the Superintendent of Public Instruction; 
such report to include an abstract of all the various annual reports of 
the School Trustees, Marshals and Teachers, by this Act required to 
be made to the County Clerk. 

He shall, upon receiving notice from the County Treasurer, as pro- 
vided by this Act, apportion the Common School Moneys onties of conjity 
in the County Treasury, among the several School Districts, superintendents. 
in proportion to the number of children, as now provided for by law, 
and shall forthwith, in writing, notify the County Treasurfer and 
School Trustees of each District, of such apportionment; and it shall 
be the duty of the County Treasurers of said counties, on receiving 
any Common School Moneys subject to distribution, to notify the 
County Clerk of the amount thereof, and to pay over, on the war- 
rants of the Trustees of the School Districts, duly indorsed by the 
person entitled to receive the same, the several amounts of School 
Moneys to which each School District shall be entitled. 



E E M A R K S . 

The principal change in the old Law, here effected, is in 
constituting the Clerks of the counties specified, ex officio 
County Superintendents. 

They have all the powers, and are to perform all the du- 
ties devolved by the Law upon County Superintendelits, 
elected as such, with this exception : they are not permit- 
ted to draw warrants upon the Treasurer; that power 
having been transferred to the Trustees of the School Dis- 
tricts. 

In the five counties specified, viz : Tuolumne, Stanis- 
laus, Los Angeles, Monterey, Santa Cruz, and Sonoma, 
the District Trustees are made the direct disbursing agents 
of the School Fund. 

Li case two or more Public Schools are maintained in 



O COMMENTARIES ON THE SCHOOL LAW. 

tlie same District, and one or more of tliem lias not been 
supported for three months prior to the 31st of October 
preceding, the Trustees may, in their discretion, exclude 
the latter from any share of the School Fund, and devote the 
whole to such School or Schools as were maintained for 
the full period of three months required by Law. 

Where all the Schools in a certain District have com- 
plied w^ith the Law, the Trustees should divide the Fund 
among them, in proportion to the average number of chil- 
dren in daily attendance. 

The attention of County Clerks, ex officio Superintend- 
ents, is specially called to the necessity of requiring the 
Trustees and School Marshals to make their returns within 
the time prescribed by Law, and, further, to the importance 
of the duty devolving upon themselves to make full reports 
to the Department of Listruction on or before the 20th 
day of I^ovember of each year. 

Section 11. The County Superintendent shall have power, and 
Duty of County it sliall bs his dutj, in accordance with the principles and 
Superintendent, provisions of tliis Act, and the instructions of the State 
Board of Education and the Superintendent of Public Instruction : 
First, To visit each School in the county under his control, personally, 
at least once a year, and to exercise a general supervision over the 
interests of Common Schools iu his county, and give to the School 
Trustees, Marshals and Teachers, such aid and counsel as may be im- 
portant to the prosperity of the Schools. Second, To aid the various 
School Trustees in the examination of Teachers for Public Schools, 
and to see that the examination in all cases is sufficiently rigid and 
thorough. Third, To distribute promptly such blank reports, forms, 
laws and instructions, as shall be deposited in his office for the use ©f 
the School Trustees, Teachers and Marshals, and any other officers 
entitled to receive the same. Fourth, To draw his warrants on the 
County Treasurer in favor of, and deliver the same to the persons 
entitled to receive the same ; provided, that no such warrant shall be 
drawn in favor of any city, town, or School District, until full and correct 
returns shall have been made to him by the same, as requii'ed by law, 
and a certificate of the Trustees or Boarji of Education given, show- 
ing for what purpose, in accordance with this Act, the money is 
required. Fifth, To keep on file in his office the report of the 
School Trustees, Marshals and Teachers, received by him, and to 
record all his official acts as such County Superintendent, in a book 
to be provided for that purpose; and at the close of his official term 



VISITING THE SCHOOLS. 9 

to deliver to his successors such records, and all documents, books and 
papers, belonging to his office, and to take his receipts for the same, 
which shall be filed in the office of the County Treasurer. Sixth, 
To make full report in writing, annually, on or before the twentieth 
day of November, for the School Year ending on the last day of Octo- 
ber next previous thereto, to the Superintendent of Public Instruc- 
tion ; such report to include an abstract of all the various annual 
reports of the City Boards of Education, School Trustees, Marshals 
and Teachers, by law required to be made to the County Superin- 
tendent for the preceding School Year. 



REMARKS. 

It is particularly desirable that County Superintendents 
sliould visit tlie several Schools in their counties, not sim- 
ply once, but repeatedly, during the year. 

In this way, inefficient and unfaithful Teachers may be 
marked, and all incited to exertion by the conviction that 
they are held to an accountability, l^othing conduces so 
much to efficiency as the sense of responsibility. It is 
true, a Superintendent has no power to discharge an in- 
competent or otherwise objectionable Teacher, but it is 
his duty to report such to the Trustees, and urge them, for 
the interest of the School, to revoke their certificate. 

By frequent visits, too, the pupils may be stimulated to 
exertion, and their parents aroused to a deeper sense of 
their responsibility. 

On all such occasions examine the children — not simply 
from the text-books — but test their general information, 
and, by proper appeals, excite their emulation. 

Much may be done, in this way, to infuse spirit in the 
conduct of a School, and improve its efficiency. The duty 
of aiding Trustees in the examination of Teachers should 
never be neglected. 

The State Superintendent is aware that Trustees but too 
often fail to ask the assistance of the County Superintend- 
ent in such examinations, but each Superintendent should, 
a^ the outset, notify the Trustees of his county, that it is 
his desire, as it certainly is his privilege, to participate in 
all these examinations. 
2 



10 COMMENTABIES ON THE SCHOOL LAW. 

The Superintendent, from Ms position, is presumed to 
be more competent for this duty tlian the majority of 
Trustees. His aid is therefore highly desirable. 

In case the Trustees insist upon granting a certificate as 
Teacher, to one who is, in the opinion of the Superintend- 
ent, clearly incompetent or morally objectionable, he should 
formally enter his protest, record it in the official archives, 
and, if deemed proper, give it publicity. 

Subdivision third, of the Superintendent's duties, re- 
quires no comment. The State Superintendent will, on 
application, promptly furnish copies of the laws, blank 
reports, forms, and instructions. 

In distributing them, the County Superintendents should 
not fail to enforce upon the several School Officers the ne- 
cessity of making, not simply a skeleton, but a full report, 
and promptly, Avithin the prescribed time. 

From a neglect of this, much inconvenience arises, and 
often a total loss of any share of the School Fund. 

The State Superintendent requests, particularly, that all 
School Officers will take pains to fill up all the columns in 
the blank forms furnished. It has but too often happened 
that a report has been returned to this Department, with 
but two or three, out of a dozen columns, filled up. The 
information sought by these blank forms is all desirable, 
and even essential. 

A neglect in this particular, hereafter, will not be toler- 
ated. 

In reference to the apportionment of the School Fund 
among the several Districts of a county, the Superintend- 
ent should exclude : First, Those Districts that have failed 
to make returns in time. Second, Those Districts in which 
Schools have not been maintained for three months prior 
to the 31st of October preceding, although they may have 
made returns. Third, Those Districts, though making 
returns, whose reports fail to show that Schools were 
maintained for the period required, even though it be 
within the personal knowledge of the Superintendent that 
they were so maintained. Fourth, Those Districts in 



PREPARING REPORTS. 11 

wMcli tlie census was not taken, or, if taken, not reported, 
even tkougL. a Scliool was kept up for three months. 

The reason of this is apparent. The State Superintend- 
ent bases his semi-annual apportionment upon such reports 
only as distinctly specify that Schools were supported for 
three months prior to the close of the preceding School 
Year. He excludes from consideration all others. Such 
others, therefore, lose the benefit of the Fund, the whole 
of which must be distributed among the Districts not delin- 
quent. 

It occasionally happens that the Trustees of a School 
District fail to report to the County Superintendent, but 
report directly to the Superintendent of Public Instruction, 
in which case they are allowed to participate in the appor- 
tionment, although the County Superintendent is ignorant 
of the fact. 

To give the County Superintendents notice of such cases, 
the Superintendent of Public Instruction will hereafter 
specify, in his printed abstract of the semi-annual appor- 
tionment, the several Districts in each county entitled to 
distribution, and those excluded. 

There is one circumstance, often occasioning confusion, 
which the County Superintendents are specially requested 
to rectify hereafter. It is the use of the word " Township" 
in the reports. 

The School Law does not recognize a township, as such. 
It is true, provision is made that, until otherwise deter- 
mined and established by the proper authorities, each town- 
ship in the State shall constitute one School District. 

In cases where a township is still a District, the State 
Superintendent particularly requests the several School 
Ofiicers to use the word "District" only. 

"Where a township has been subdivided into two or more 
Districts, there is no necessity to specify the township. On 
the contrary, it produces confusion, as the apportionment 
has reference solely to Districts. 

So, where two or more Schools are maintained in the 



12 COMMENTARIES ON THE SCHOOL LAW. 

same District, report for the District as an entirety, and 
not for the several Schools. 

In the case last mentioned, should one or more of the 
Schools have failed to make returns, or to keep open 
during three months in the year, the District is still enti- 
tled to its full share of the apportionment, provided any 
one of the Schools complied with the Law. 

In such event, it is within the discretion of the Trustees 
to devote the entire Eund belonging to their District to the 
latter. 

Hereafter, the County Superintendents will not draw 
their warrants in favor of a School District, unless there 
is cash at the time to the credit of the District, and it is 
particularly directed that the Funds of any given year 
shall not be used to pay debts contracted in the preceding 
year. If this should be allowed, the Schools may be crip- 
pled for years to come, in settling back indebtedness. The 
several Districts must support their Schools from the reve- 
nue of the current year, and if this cannot be done, they 
should suspend. Better this, than exhaust the resources 
of years to come, for present necessities. 

County Superintendents are requested to notify the 
Tr.ustees of this regulation, and to enforce it without ex- 
ceptions. 

They are required to keep a record of their official acts, 
in a book to be provided for the puqDose. The State 
Superintendent would recommend that an account be 
opened with each School District. Credit it with its j^'^^o 
rata of the State and County School Moneys, and debit it 
with the amount of warrants drawn in its favor. 

This will show, at a glance, the condition of its finances. 

When its fund is exhausted, notify the Trustees of the 
fact. 

Any further expenditures will then be upon their own 
responsibility. In addition, a general account should be 
opened, credited with all School Moneys received, and 
debited with all expenditures, as evidenced by warrants 
drawn. 



REPORTS ON SCHOOL LANDS. 13 

Tlie County Siiperintenclents sliould also be careful to 
demand and preserve, for reference, duplicate reports of 
School Trustees, Teacliers and Marshals, and in case such 
officers exhibit a disposition to procrastinate or to neglect 
their duty, to spur them to exertion by personal appeals. 
In addition to the items heretofore embraced in the annual 
reports of the County Superintendents, the Superin- 
tendent of Public Instruction requests that they will show, 
hereafter, the number of deaf and dumb children — also 
the condition, quality, and probable,value of the 16th and 
36th Sections of School Lands in their respective counties. 
Specify how many such Sections there are in the county ; 
whether they are settled upon or not, and if the}^ are, 
whether the settlement was made prior or subsequent to 
survey ; the quality of the land, the existence of timber, 
mines or quarries thereon; its proximity to watercourses; 
its probable value ,. er acre; and generally, every circum- 
stance calculated to complete a description of it. Specify 
further, whether any, and if any, what School Sections 
are covered by Mexican grants, and what fall upon worth- 
less desert or mountain lands. In some of the counties 
the toAvnship and sectional lines have not been run, or 
have been only partially run by the U. S. Surveyors. In 
such cases, mention the fact, and the probable number of 
available School Sections to which the county would be 
entitled if the survey were completed. 

All this information is necessarj^, to enable the State 
Superintendent to furnish the next Legislature with reli- 
able data upon which to base intelligent legislation, where- 
by the several counties may secure the greatest possible 
quantity and best quality of School Lands. 

It is earnestly hoped the County Superintendents Avill 
exert themselves to obtain the most complete information 
upon these points. To this end they should consult the 
County Surveyors — the Trustees, in whose locality the 
School Lands happen to fall, and test all by personal in- 
spection and investigation. 



14 COMMENTARIES ON THE SCHOOL LAW. 

Section 12. Upon receiving notice from the County Treasurer, 
Aripovtionment of ^^ provided in tliis Act, the County Superintendent shall 
sciiooi Moneys, apportion the Common School Moneys in the County 
Treasury among the several towns, cities and School Districts, in pro- 
portion to the number of white children residing therein, between 
the ages of four and eighteen years, as shown by the last previous re- 
ports of the Common School Marshals, and other officers charged there- 
with, and shall forthwith, in writing, notify the County Treasurer of 
wiiat Districts sucli apportionment in detail, and no School District shall 
entitled. ]^q entitled to any portion of the Common School Moneys 

in which there shall not have been taught a Common School for three 
months within the year ending on the last day of October previous. 



REMARKS. 

Mucli that was said in comment npon the preceding 
section will apply here. One point in this connection is 
deserving of special attention. The Law requires the Trus- 
tees to report to the County Superintendents by the 1st of 
J^ovember, and the School Marshals to the Superintend- 
ents cmd to the Trustees^ by the 10th of ISTovember. 

If literally complied with, it is apparent the reports of 
the Trustees cannot embrace the latest census of the Mar- 
shals. They can only show the number of children 
reported by census a year prior to their date. 

To obviate this difficulty, the County Superintendents, 
in making their returns to the Superintendent of Public 
Instruction, should not rely upon the reports of the Trus- 
tees, but test and correct them by the last census of the 
School Marshals. 

COUNTY TREASURERS. 

Section 13. It shall be the duty of the County Treasurer of each 
county : First, To receive and hold as a special deposit, all Common 
School Moneys, whether i-eceived by him from the State Treasurer or 
any other source, or raised by the county for the benefit of Common 
Schools; and to keep a separate account thereof, and of their disburse- 
ments. Second, On receiving any Common School Moneys subject to 
distribution, to notify the County Superintendent of Common Schools 
of the amount thereof. Third, To pay over, on the warrant of the 
County Superintendent, duly indorsed by the person entitled to 
receive the same, the several amounts of School Moneys to which 



DUTIES OF COUNTY TREASURERS. 15 

eacli city, town aud district shall be entitled. Fourtli, And on or 
before the first day of November, annually, to make a full report of 
the Common School Moneys received into the County Treasury within 
the School Year ending on the last day of October next previous 
thereto ; with a particular statement of the disbursement of the 
said School Moneys; and of any amount of said School Moneys 
which may remain in his hands for distribution at the close of such 
School Year, designating whether of State or County School Fund, 
to the Superintendent of Public Instruction. 



REMARKS. 

It is not necessary to notify the County Superintendent 
every time a trifling sum is received to the credit of the 
School Fund. It would be most convenient, perhaps, to 
make the notification at stated times, say three or more 
months apart, to be agreed upon with the County Super- 
intendent. 

The attention of County Treasurers is particularly called 
to the necessity of making full reports, as required by the 
Law, to the Superintendent of Public Instruction. 

This has been but too often neglected heretofore, or, if 
reports have been made, they have, in most instances, been 
such miserable apologies as to be entirely worthless. 

The State Superintendent requests that each and every 
column, in the blank forms furnished, be filled up, here- 
after. It is impossible to furnish the Legislature- with 
an intelligible exhibit of the financial condition of the 
Schools, unless this is done. Any neglect in this particu- 
lar, hereafter, will be specially reported to the Legislature 
by the Superintendent of Public Instruction. 



TRUSTEES. 

Section 14. [As amended by Act of March 28th, 1857.] In 
each School District of this State, unless otherwise provided by law, 
there shall annually be elected three Common School Trustees-whea 
Trustees, by the qualified electors in the District, at a '=i<^''"^'i- 
School District meeting, to be held on the first Saturday in April, 
and the District Officers shall give at least one week's notice of the 
time and place of said meeting, which shall be at the School House, 
if there be one. 



16 COMMENTARIES ON THE SCHOOL LAW. 

Sucli Trustees are required to take tlie oath of office, and to file 
the same, with their certificates of election, in the office of the County 
Superintendent, and they shall enter on their duties on the second 
Term of Office. Mouday subscqueut to their election, and shall hold their 
office for one year, or until their successors are elected and qualified. 



REMARKS. 

Tlie duties, powers and responsibility of School Trustees, 
have been much increased by the Act of April 26th, 1858, 
to which reference will presently be made. It is therefore 
important that the electors should have full notice of the 
election. To this end, the notice here required should be 
published in a county newspaper, if there be one, and also 
posted in half a dozen conspicuous places in the District. 
For these posters the State Superintendent will prepare a 
blank, and furnish copies on application. The "District 
Officers" alluded to in the Act, are the Trustees. 

To secure a larger attendance at the election, the Super- 
intendent of Public Instruction recommends the Trustees 
to notify parents and guardians, personally, of the time 
and place, through the medium of the Teacher and his 
pupils. In this way the notice will be brought home to 
those most interested. The Trustees should fix upon such 
hours of the da}^ as may least interfere with the business of 
the electors, and keep the polls open for such a length of 
time as will secure the largest possible vote. 

The Trustees will appoint the Judges and Clerks of the 
election, and allow them such compensation as they may 
deem proper. 

The election must be by ballot, as required by the Con- 
stitution, Art. 2, Sec. 6. 

A plurality of votes is sufficient to elect. 

The Judo'es of the election must immediatelv, there- 
after, certify the returns to the County Clerk, whose duty 
it is to issue the certificates of election to the Trustees. 

The oath of office, a form for which will be provided by 
the Superintendent of Public Instruction, may be taken 
before any officer competent to administer the same. 



APPOINTMENT OF TEUSTEES. 17 

To secure full and prompt compliance with the Law, the 
County Superintendents are requested to aid the Trustees 
in procuring their certificates of election, to which, for 
convenience, the oath of office should always be attached. 



Section 15. In all cases of failure on the part of tlie people to 
elect Trustees as herein provided, and also upon this Act Appointment of 

, T ■ cr , -I ^ • 11 Trustees where 

taking enect, and when vacancies occur, and when a new -racaneies occur. 
District is formed, the County Superintendent shall appoint the same. 



REMARKS. 

This is one of the most important duties devolving upon 
the County Superintendents. Its proper execution will 
contribute greatly to the efficiency of the Schools, and the 
advancement of the cause of education. 

When appointments are to be made, ascertain first 
whether the parties will serve. 

Other things being equal, select the parents or guardians 
of children attending the Public Schools. 

Prefer those, who give evidence of their intention to 
become permanent residents of the State and the District. 
Kever appoint an ignorant or unlettered man. 

It is true, such are occasionally found, who, feeling their 
own deficiencies, are more than commonly anxious to 
secure the benefits of an education for their children, and, 
to their credit be it said, evidence a far deeper interest in 
the cause, than their more favored fellows ; but, as a 
general rule, educated citizens are needed to fulfill intelli- 
gently the duties of Trustees. 

In cases of failure to elect, it is a good rule, other things 
being equal, to reappoint the former Trustees. Their 
experience should weigh the balance in their favor. 



Section 16. The School Trustees of the several School Districts 

shall have power, and it shall be their duty within their Duty of Trustees. 

respective jurisdictions ; First, To select and designate a Common 

School Marshal, and file a certificate of his appointment in the office 

3 



18 COMMENTARIES ON THE SCHOOL LAW. 

of the County Superintendent. Second, To fix the location of School 
Houses in accordance with the expressed wishes of a majority of the 
qualified electors within their Districts, expressed at a District meet- 
ing to be called on at least five days notice by the Trustees; but 
in case a majority of such voters shall not agree thereon, then the 
said Trustees may fix the location of School Houses according to their 
own best judgment. Third, To superintend the erection and repairs 
of all School Houses; to distribute the blank forms, laws and instruc- 
tions received by them, to the persons by law entitled to receive the 
same. Fourth, To examine persons proposing to become School 
Teachers, under the provisions of this Act, and to grant certificates of 
approbation and recommendation to such as they shall find, after a 
rigid and thorough examination and investigation, to be persons of 
good moral character, of sufiicient learning and ability for teaching, 
having a special regard to their ability to impart knowledge, and to 
Same. no othcrs; and to revoke any such certificate at pleasure, 

first giving reasonable notice to the person holding the same; all such 
certificates shall remain in force during one year from and after their 
respective dates, unless sooner revoked, and no longer, and any cer- 
tificate otherwise granted shall be void. Fifth, To employ and fix 
the salaries and time of service of Common School Teachers. Sixth, 
To suspend or expel from any such Common School, with the advice 
of the Teacher, any pupil who will not submit to the reasonable and 
ordinary rules of order and discipline therein. Seventh, To arrange 
among themselves in such a manner that at least one of the Trustees 
shall visit, and ascertain the character, progress and prospects of each 
School, at least once a month. Eighth, To carry out and execute their 
powers and duties, as conferred and imposed by this Act, in accord- 
ance with the instructions of the State Board of Education, and in 
form, as shall be prescribed by the Superintendent of Public Instruc- 
tion. Ninth, To make and keep a record of all their ofiicial acts and 
decisions, and a strict and particular account of all moneys received 
and disbursed, and all bills audited and paid; said record and account, 
together with the vouchers relating thereto, shall be subject, at all 
Same. timcs, to the inspection and examination of the Superin- 

tendent of Public Instruction, or the County Superintendent, or any 
elector of the School District. Tenth, To report to the County Su- 
perintendent of their respective counties, on or before the first day of 
November, annually, the amount of all expenditures on account of 
Schools in their respective precincts during the previous School Year, 
ending on the last day of October; and the manner in which the 
same shall have been expended ; specifying what portion and amount 
thereof has been expended for the services of legally qualified Teach- 
ers; the amount which, during that time, shall have been raised in 
the several Common School Districts, by subscription or otherwise, 
and allowed to such qualified Teachers as salary or compensation; the 
names of the Teachers employed, and the time of service, and the 
salaries paid to each ; the number of pupils taught, and the average 
attendance and progress of the pupils in each School organized and 



APPOINTMENT OF SCHOOL MARSHALS. 19 

tauglit under the provisions of this Act; and such other statistics as 
shall be directed by the Superintendent of Public Instruction. Elev- 
enth, And at the close of their official term, to deliver over their 
books of records, and all papers, books, blanks, documents, moneys, 
and all other property in their hands as such Trustees, to their suc- 
cessors in office, and take their receipt for the same, which receipt 
shall be filed with the County Superintendent. Provided, That if 
the Trustees neglect to make returns as herein required. Delinquent dis- 
the District shall still be entitled to its portion of School mf^Vbtoin alfr 
Money, if proof satisfactory to the Superintendent of ^'^''• 
Public Instruction be made in writing and filed with the State and 
County Superintendent, showing the facts required to be reported by 
the Trustees. 



REMARKS. 

As the Scliool Marshals are to make their reports by 
the 10th of ISTovember, the Trustees should appoint so 
early in October as to give them full time to make a 
thorough census of the District. 

The Trustees should exercise a judicious discrimination 
in the selection of a person for the position of School Mar- 
shal, as upon the energy, tact and fidelity with which he 
executes his trust, depends the amount of the School 
Fund, both State and County, to which the District wdll 
be entitled. Other things being equal, and circumstances 
permitting, it is often judicious to appoint the Teacher as 
Marshal, especially in the rural Districts. Give him ample 
means to make his census complete. 

It is poor economy to cramp him in the discharge of his 
duties. Blank appointments will, as usual, be furnished 
on application by the Superintendent of Public Instruc- 
tion. 

Before fixing upon a location for a School House, the 
Trustees should call the meeting, required by the Act, by 
posting notice in half a dozen conspicuous places in the 
District a week before the time appointed. 

The notice should specify the time, place, and object of 
the meeting. Both time and place should be selected 
with a view to secure the largest possible attendance. 

The meeting should be organized, as any other public 
meeting. 



20 COMMENTARIES ON THE SCHOOL LAW. 

One of the Trustees, or any citizen, may call it to order 
at the time appointed. A President and Secretary should 
then, on motion, be elected. 

The meeting is then prepared for business, and may dis- 
cuss the question of location, 

I^one but qualified electors may have a voice in the dis- 
cussion or the voting. The vote may be taken, at the 
pleasure of the meeting, either viva voce, by tellers, or by 
ballot, and a majority of those voting shall decide the 
question. The Act says, " a majority of the electors within 
the District"; but this must be construed to mean a ma- 
jority of the District electors present at the meeting, as it 
would be difficult — in many cases impossible — to determine 
what is an actual majority of the electors in the District. 

Besides, it may be impossible to secure the attendance 
of an absolute majority. 

If, after due notice, the meeting should prove so insig- 
nificant in numbers, as clearly not to express the wishes 
of the District, it should be adjourned to another day, and 
notice should again be given in the prescribed manner. 

It has been said that a majority of those present may 
fijs upon a location. 

A plurality, therefore, will not suffice. 

In case the meeting is so divided in its preferences for 
three or more locations, that an absolute majority cannot 
be obtained for any one, the Trustees are empowered to 
exercise their own best judgment in the premises. 

In such an event, they should select such a location as 
is most convenient to the greatest number of families in 
the District. 

The power "to superintend the erection and repairs of 
all School Houses," implies the power to authorize and con- 
tract for such erection and repairs. 

This power the Trustees should never exercise, unless 
they see clearly the way to obtain the means. 

They should bear in mind, they cannot use any portion 
of the State School Fund for such purposes, that Fund 



TAKINa THE CENSUS. 21 

being expressly devoted to tlie payment of Teachers' 
salaries. 

The last session of the Legislature, by Act, approved 
April 26th, 1858, which will be given presently, provided 
the means whereby funds for the erection of School Houses 
could be obtained. 

In distributing the laws, forms, and instructions, to the 
Teachers and School Marshals, the Trustees are requested 
to urge a prompt and full compliance with the Law. Ln- 
press upon the Teacher the importance of filling up every 
column in his blank report, and require him to furnish 
one copy to themselves, one to the County Superintend- 
ent, and one to the Superintendent of Public Instruction. 

Require him to do this punctually, on the 1st of Novem- 
ber of each year, that the Trustees may embody the infor- 
mation in their own reports. 

Impress upon the School Marshal the necessity of ob- 
taining the name of every child, between four and eighteen 
years of age, in the District. 

To insure this, perhaps, the best plan would be to make 
his compensation contingent upon the thoroughness of 
his work. 

It is the very worst policy — in fact, a premium to indo- 
lence and inefficiency — to contract with him to do his work 
for a fixed sum. He has then no incentive to make his 
census complete. 

The Trustees know about the number of children in 
the District. By fixing a jper capita compensation, they 
can tell very nearly the gross amount they will have to 
pay, and, in addition, make it the interest of the Marshal, 
as it certainly is that of the District, not to let a single 
child escape his notice. 

The Superintendent of Public Instruction will require, 
hereafter, from the Marshal, certain additional information, 
which will be referred to in its proper place, and provided 
for in the census blanks. It will be entirely within the 
sphere of his duties, and the Superintendent requests that 



22 COMMENTAEIES ON THE SCHOOL LAW. 

the Trustees will hold him to a rigid accountability for the 
proper fulfillment of these additional requirements. 

The duty of examining persons proposing to become 
Teachers, is one of the most important devolving upon 
Trustees, as upon a fit selection depend the efficiency and 
popularity of their School — the welfare, and, to a certain 
extent, the moral training of their children. 

To the obligations imposed by such grave responsibili- 
ties, little that can be said by the State Superintendent 
can add binding force. One point, however, should not 
be overlooked. It is made the duty of the County Super- 
intendent to aid the Trustees in such examinations. 

The latter should, therefore, always give their Superin- 
tendent timely notice of the time and place of the exami- 
nation, and specially request his presence. 

His experience, to be presumed from the position he 
occupies, may prove of great service. 

In making such examination, it is. important that all the 
Trustees be present. 

Two, at least, are necessary. One Trustee has no right 
to grant a certificate, even though it be acquiesced in by 
his colleagues. 

In case the County Superintendent participate in the 
examination, proper deference should be accorded to his 
opinion of the fitness and qualifications of the applicant. 

However learned and competent the person applying to 
be Teacher may be, reject him if morally objectionable, 
or if addicted to vicious habits. 

With the young, example is more forcible than precept, 
and nothing so blunts their sensibilities — so familiarizes 
them with vice, as to see its display in their instructors. 

In examining the mental qualifications and acquire- 
ments of an applicant, do not rely entirely upon books. 
Test the range of his general information ; require an ex- 
position of his plan of instruction — his rules for the gov- 
ernment of children and the observance of order. 

It not unfrequently happens, ignorant pretenders, failing 



EXAMINATION OF TEACHERS. 23 

in otlier employments, endeavor to fasten themselves, as 
Teachers, upon the Schools. They commit to memory the 
leading rules of Arithmetic and Grammar, and the ele- 
ments of Geography, and thus, after a few days cramming, 
present themselves for examination. 

A careful scrutiny will always detect such. A mere 
skimming inquiry may not do so. A competent teacher is 
familiar, not only with the rules of science, but with the 
philosophy of those rules. By this test may the pretender 
always be detected. 

Examine an applicant not only as to the terms of a rule, 
but require him to explain the reasoning by which this 
rule was arrived at, or, in other words, why it is the rule. 
This is particularly necessary in Arithmetic, and in the 
Mathematics generally. 

If, at any time, it is discovered that a Teacher is incom- 
petent — neglects his duties — or is addicted to habits at 
variance with good morals, the Trustees should, after 
reasonable notice, revoke their certificate. 

In this connection, the State Superintendent would say 
that he has opened a Register in his office, in which are 
recorded the names of competent ladies and gentlemen 
desiring positions as Teachers, and the address of Trus- 
tees and others seeking to employ Teachers. 

County Superintendents, Trustees, and private individu- 
als, desiring the services of experienced instructors, are 
requested to make application to the Superintendent of 
Public Instruction. He will be happy to recommend to 
them suitable persons. 

The Trustees have the right to fix the time of service of 
Common School Teachers. 

This carries with it the right to fix the hours during 
which the School shall be kept open — the time and dura- 
tion of vacations, and generally the right to establish such 
regulations for the internal government of the School 
as they may deem proper. 

The State Superintendent considers it good policy to 



24 COMMENTARIES ON THE SCHOOL LAW. 

permit a recess of the Scliool as often as possible consist- 
ently with the proper preparation of the tasks imposed 
upon the pupils. 

This is more particularly necessary when the children 
are quite young. Their tender frames cannot stand close 
confinement in the same position for three or four hours. 
Far short of that time, they become restless, weary, and 
incapable of fixing their minds upon study. When this 
occurs, nature calls for relaxation. A half hour's run in 
the fields will enable them to accomplish more, in the next 
hour, than in double the time closely confined. 

The frequency of the recess should be in proportion to 
the age of the pupils. 

A child of seven or eight years cannot be expected to 
apply himself so closely, or for so long a time at a sitting, 
as a youth of twelve or fourteen years. 

The Trustees have the power to dismiss refractory 
pupils from the Public Schools. 

This power should only be exercised as a last resoui'ce. 

When a pupil displays such persistent insubordination 
— such precocious viciousness, as to threaten infection to 
his fellows, self-defense requires that he shall be banished 
from their companionship. 

But the Superintendent would advise that no pupil be 
dismissed or suspended for mere idleness or incapacity. 

The first is a fault that may be corrected by patience — 
the second a misfortune that may be repaired by perse- 
verance. 

This misfortune, too, is often more apparent than real. 
Many a dull and sluggish school-boy has matured into a 
ripe and accomplished scholar. 

Reference is made, in the Act, to the dismissal of pupils 
" who will not submit to the reasonable and ordinary rules 
of order and discipline" prescribed for the government of 
the School. 

The Superintendent of Public Instruction would em- 
phatically discourage a resort to corporal punishment. 



CORPORAL PUNISHMENT. 25 

He considers this relic of a less enliglitened age, about 
on a par with the fashion, once so prevalent, of beating, 
clubbing and starving the hapless insane, to calm their 
ravings. 

Experience has shown that it is possible for an enlight- 
ened instructor to govern without recourse to the rod. 

This passion for birching, in former times so universal, 
is happily falling into disrepute. 

Some of the soundest thinkers of the age discourage it. 

Its frequency, in time, deprives it of all sting. 

It blunts the sensibilities, hardens the nature, and tends 
to break the spirit of youth. 

There is nothing so sad as the spectacle of a youth, of 
impulsive temperament, buoyant spirits, and ardent aspira- 
tions, checked, dulled, dispirited by constant ill usage. 

Burke, we believe it was, once remarked, " "We should 
excuse something to the spirit of libert}^" To all in 
charge of the rising generation, the Superintendent would 
say, "Excuse much to the spirit of youth." 

Exhaust all other resources before recourse is had to the 
rod — better, then, turn over the incorrigible, for correction, 
to his parents. Flogging has been abolished, for children 
of older growth, in our I^avy. Why not in our Schools ? 

The duty of visiting the Schools, the Trustees are ear- 
nestly requested to perform as often as possible. 

If, instead of one member, the whole Board would unite 
in the visit, and make it the occasion for a gathering of 
the pupils' parents, it would carry much more weight. 

It would remind the Teacher of his accountability, and 
spur him to a faithful discharge of his duties. 

It would give, too, a fillip to the exertions of the pupils, 
and convince them their eftbrts are not overlooked. 

The Trustees should regularly organize, as a Board, by 
the election of a President and Secretary. 

The Secretary should provide a book, in which should 
be recorded, in due form, all their ofiicial acts. 

Their accounts should be so clearly kept, as to show, 
4 



26 COMMENTARIES ON THE SCHOOL LAW. 

separately, their receipts from the State, and the County, 
and from District subscriptions and rate-bills — their expen- 
ditures for Teachers' salary — for the erection and repair of 
School Houses — for the purchase of books and apparatus, 
and for incidentals. This is necessary, to make their an- 
nual report full and complete. 

They should never audit any account unless there is cash, 
at the time, to the credit of their District, and never antici- 
pate the resources of the coming year to satisfy present 
necessities. 

The funds accruing in any one year must meet the ex- 
penses of that year. 

In no event, hereafter, can the School Fund, received 
after the 31st of October, be devoted to the payment of 
debts incurred prior to that time. 

"When the Trustees find that the cash to their credit is 
exhausted, or about to be exhausted, with no immediate 
prospect of more being received, they should at once cease 
to incur expense, or have recourse to rate-bill and volun- 
tary subscriptions. 

In reference to the tenth subdivision of the Trustees' 
duties, it is scarcely necessary for the Superintendent to 
urge a prompt and faithful compliance. Sufiice it to say, 
unless the reports here required are furnished within the 
time prescribed, the District will be deprived of any share 
of the School Fund, both State and County, for a whole 
year, l^or will it be sufficient to send a mere skeleton 
report. Every item should be separately set forth — every 
column, in the blank, filled. The omission of one may 
throw out the whole report, and lose the District its share 
of the fund. 

The Trustees will transmit one copy of their report to 
the County Superintendent, one to the Superintendent 
of Public Instruction, and retain one for reference. 

Under the Proviso at the close of the Section, the State 
Superintendent has occasionally repaired the neglect of the 
Trustees, by issuing, on proper evidence, a supplemental 
apportionment for the benefit of delinquent Districts. The 



DISTRICT TAX. 27 

Superintendent will onl}^ exercise this discretionary power 
in extreme cases, and he desires to warn parties interested 
that he will hei-eafter closely scrutinize all applications for 
relief under this Proviso, and reject them, except in cases 
of extreme hardship. 



DISTRICT TAX FOR THE SUPPORT OF SCHOOLS. 

The Act of April 26th, 1858, which may properly he in- 
troduced here, provides, in Sections 2, 3, 4, and 5, as fol- 
lows : 

Section 2. The Board of Trustees of any School District in this 
State where a Public School has been kept for the period Trustees may caii 
of four consecutive months, or more, in the School Year, s,"bm"t'qu"e^'jSn 
and when there is not sufficient money in the County ofiaxaiion. 
Treasury to the credit of the School Fund of said District, to defray 
one-half of the expenses of another tenn of said School, of four 
months duration, may, when in their judgment the same shall be 
advisable, call an election, and submit to the qualified electors of said 
District the question, whether they will be taxed to pay the expense 
of an additional term of said School. 

Section 3. Notice of said election shall be given by publication 
in some newspaper published in the county, if any be Notice of eiec- 
published therein ; if not, then by posting in three of the 'io"-''"^^ e'-^eo. 
most public places in said District, for twenty days next preceding 
said election, of the time and pU^ce of holding the same, and of the 
amount of money necessary to be raised to defray the expenses of 
said additional term, and of the rate of taxes necessary to be levied, 
and the length of the proposed term. 

Section 4. The voting at said election shall be by ballot, on 
which ballot shall be written or printed the words, " Tax, Manner of voting, 
yes," or " Tax, no;" and if a majority of the votes polled at such 
election shall be in favor of such tax, the Board of Trustees shall be 
empowered, and it is hereby made their duty, to levy and cause to 
be collected, a special tax, at the rate specified in their notice, on all 
the real and personal property in said District subject to taxation, 
which fund so raised shall be paid into the County Treasury to the 
credit of said School District, and shall be applied to the payment of 
the expenses of said additional term, and to no other purpose what- 
ever ; provided, however, that, in case there should be a surplus . 
remaining after the expenses of said term have been paid, the amount 
of such surplus shall be subject to the order of the Board of Trus- 
tees, as in other cases ; and provided, further , that any deficiency in 
said fund shall be raised by ratio bill, from those sending children to 
said School. 



28 COMMENTARIES ON THE SCHOOL LAW. 

Section 5. Said Board of Trustees shall have power to appoint 
Collection of tax. the Judgss and Clerks of said election, and the Assessor 
and Collector of said tax ; and said Collector, before entering upon 
the discharge of his duties, shall take the oath of office, and give 
bonds, in double the estiraated amount of money to come into 
his hands, with good and sufficient sureties, to be approved by the 
Board of Trustees, conditioned for the faithful performance of his 
duties, and when he shall have been so qualified, he shall have the 
same power to enforce the collection of said tax as is given to Sheriffs 
and Tax Collectors in the collection of State and County taxes. He 
shall receive, as compensation, five per cent, of all the money col- 
lected by him, but no other compensation whatever; and the As- 
sessor shall be authorized to use, so far as the same may be prac- 
ticable, the assessment list of the County Assessor. 



REMARKS. 

Under tlie provisions of Section 2, these four circum- 
stances must combine to justify an election : First, The 
District must have maintained a Public School for four 
months. Second, Those months must have been consecu- 
tive — ^two at one time, and two at another, will not suffice. 
Third, The money in the County Treasury to the credit of 
the District, must be clearly insufficient to defray one-half 
the ordinary expenses of another term of the School, of 
four months duration. Fourth, The Trustees must con- 
sider the proposed tax advisable. 

In the absence of any one of these conditions, the tax, 
even if approved by a vote of the electors, will be illegal. 

In case two Schools have been supported in the same 
District, at the same time, for periods whose aggregate 
would amount to four months, under a liberal construction 
of the Act the Trustees may, for the purposes of this tax, 
consider them as one, maintained for the full four months 
required. 

It will not be sufficient, however, if one of the Schools 
was kept open for two months, and, after an interval, 
another was maintained for two months longer. 

In giving the notice required by Section 3, the Trustees 
should not only publish it in the county newspaper, but 
they should, also, post it in every place of resort in the 
District. 



SPECIAL ELECTION. 29 

Tlie tax will become unpopular, and, in tlie end, bring 
tbe cause of education into disfavor, if tlie slightest cause 
for murmuring is permitted. 

Let not tlie opponents of the tax have even an apology 
for charging that a snap-judgment was taken upon them. 

To this end, neglect no means to give the notice the 
most extended publicit}^, even beyond the literal rec[uire- 
ments of the Act. 

The notice, wliether published or posted, or both, must 
be given for twenty days next preceding the election. A 
shorter period will vitiate the tax. 

The Trustees should select such time for the election as 
may best suit the convenience of voters. 

They need not confine the election to one place. They 
may order polls to be opened at as m^any points as they 
deem proper. 

It would be best to open them at all the usual election 
precincts in the District. 

The Trustees must estimate how much money they will 
need for the additional term of four months, or less, as they 
may decide upon. 

They must obtain an approximation, at least, to the 
value of the taxable property in the District, and therefrom 
propose to the electors the lowest possible rate of taxation 
that will produce the sum required. 

In giving the notice, it is essential to the validity of the 
tax that all the requirements of the Act shall be literally 
complied with. 

The time, the place or places, the amount of money, the 
rate of taxation, and the length of the proposed term, 
should all be specialty set forth. 

The Judges and Clerks of the election must certify the 
vote to the Trustees, within a time to be fixed by them. 

A full Board, or at least a quorum, should be present at 
the count. If the vote for and against the tax be a tie, the 
proposition to tax is lost. In such event, however, the 
Trustees may order a new election ; but at such new elec- 
tion, all the forms required for the first must be complied 



30 COMMENTAEIES ON THE SCHOOL LAW. 

with. If a majority of the votes be in favor, it is made the 
duty of the Trustees to levy the tax proposed. This should 
he done, at a meeting of the Board, by the passage of a 
formal resolution, in set terms, fixing the rate. At such 
meeting a quorum must, of course, he present. 

This resolution should he published a reasonable length 
of time in the county paper, if there be one ; if not, it 
should be posted in the usual manner throughout the Dis- 
trict. 'No portion of the fund realized from this special 
tax can be used to pay back indebtedness. 

It must be devoted to the payment of the expenses of 
the additional term. 

It may happen, either from the rate proposed being too 
small, or the inability to collect the whole amount of taxes, 
that the amount raised is insufficient to support the School 
for, such additional term. 

In this case, it is provided that the Trustees shall raise 
the deficiency by rate-bill, in manner and form as will be 
explained in the commentary upon Section 31 of the School 
Law. 

This Law, particularly Section 5, confers important pow- 
ers upon the Trustees. 

In appointing the Judges and Clerks of the election, en- 
deavor to secure the services of gentlemen connected with 
the cause of education. For this purpose, it might be well 
to select the Teacher as one of the officers. 

Other things being equal, always appoint a tax payer, or 
parent of children attending the School. 

Allow the officers of election such compensation, unless 
they agree to waive it, as will insure the faithful perform- 
ance of their duties. The expenses of the election may be 
legitimately drawn from the proceeds of the tax. 

Use every precaution to secure an energetic Assessor and 
Collector, for on them will greatly depend the amount 
realized from the tax. 

It will be good policy to appoint, as Assessor, one of the 
Deputy County Assessors, or other person who has had ex- 
perience in such capacity. 



LEVYING SPECIAL TAX. 31 

If none of these, then such resident of the District as, 
from long experience, may be presumed to be best ac- 
quainted with the value of property. 

His labors will be greatly facilitated by the authority 
conferred upon him by the Act, to use the assessment list 
of the County Assessor. 

The Trustees should notify the latter of the appointment 
of School Tax Assessor, and request his co-operation. 

They should also fix the time within which the assess- 
ment must be completed. 

The assessment must be returned to the Board of Trus- 
tees, and be by them formally adopted. 

Although no provision is made by the Act for equalizing 
the taxes, analogy and equity require that the Trustees 
should act, for a reasonable length of time after the return 
of the assessment list, as a Board of Equalization, to hear 
complaints, and reduce the assessment in cases where 
justice clearly requires it. 

For the proper and satisfactory execution of this Act, it 
is apparent the boundaries of the School District must be 
distinctly fixed by the Board of Supervisors. 

If there is any doubt about the exact boundaries, appli- 
cation should be made to the Supervisors to fix them, be- 
yond dispute, before an attempt is made to impose the tax. 

In case any person assessed claims that his property is 
not within the District, the Trustees will take evidence upon 
the point, and, if his claim is sustained, strike his name 
from the assessment list. 

Should it be claimed and established that but a portion 
of a tax payer's property is within the District, the Trus- 
tees may reduce his assessment to an equitable amount. 

ISTo provision is expresslj^ made for the compensation of 
the Assessor, but the Trustees may allow him such sum as 
they think proper, payable out of the proceeds of the tax. 

There is nothing in the law to forbid the appointment 
of the same person to act as Assessor, and, after the com- 
pletion of his duties as such, to act as Collector of the tax. 

The Trustees may use their discretion in the matter. 



32 COMMENTARIES ON THE SCHOOL LAW. 

It migiit be good polic}^, at times, to unite the two offices 
in tlie same person. 

It will probably be found the cheapest plan. 

As soon as the assessment list has been equalized and 
formally adopted, it should be placed in the hands of the 
Collector. 

The Collector should, of course, be familiar with the 
powers conferred by law upon Sheriffs and Tax Collectors 
to enforce the collection of taxes, as his powers in the prem- 
ises are the same. When in doubt, he should consult 
Muth those officers, and, if possible, obtain their co-opera- 
tion. 

Should diffiarent individuals be selected for Assessor and 
Collector, the Trustees would do well to appoint either the 
Sheriff, the Tax Collector, or one of their Deputies, as Col- 
lector under this Act. 

Their well known official position presupposes a know- 
ledge of their powers, of the form and manner of collecting 
taxes, and, at the same time, will carry a weight and au- 
thority that no private individual can command. 

Should the Trustees, however, appoint a private citizen 
as Collector, they should furnish him with a proper certifi- 
cate of his appointment, that he may be enabled to satisfy 
all who may doubt his authority. 



DISTRICT TAX FOR THE ERECTION OF SCHOOL HOUSES. 

The same Act of April 26th, 1858, continues : 

Section 6. The Board of Trustees of any School District which 
wTien School ^^ ^^^t provldcd With a suitable School House, and where 
House is needed. Qj^g jj-,gy ^q neccssary, shall have power to call an elec- 
tion, after due notice, as provided for in Section 3 ; at which election 
the question, whether or no they will be taxed for the purpose of 
building a School House, shall be submitted to the qualified electors 
of said District. Before calling said election, the Trustees shall cause 
Elections-how ^^ ^^ made, and shall decide upon, some plan for said 
to be called. School Housc, with estimates of the expense necessary to 
be incurred in building same, and shall, in their notice of said elec- 
tion, state the amount of money required, the rate of tax necessary 
to be levied, and shall also state where the plan and specifications can 



SPECIAL TAX TO BUILD SCHOOL HOUSES. 33 

be seen, wliicli shall be in the most convenient and central place in 
isaid District. * 

Section 7. The voting at said election shall be in the same man- 
ner as provided for in Section 4, and if a majority of the How the vote 
votes then polled shall be in favor of a tax for said pnr- siiaii be taken, 
pose, the Board of Trustees shall, in that case, be empowered and re- 
quired to levy a tax, at the rate specified in the notice of the election, 
on all the real and personal property in said District subject to taxa- 
tion, and cause the same to be collected and applied to the building 
of a School House, according to the plan submitted to the people. 

Section 8. All the powers conferred upon the Trustees, the As- 
sessor, and Tax Collector, in relation to the tax for School Poweis of Trust- 
Purposes, shall extend to the levying and collection of the xti coSctoVl" 
last mentioned tax. 

Section 9. The taxes herein authorized to be levied shall not, in 
any case, be both levied in the same year; and the pro- Both taxes not to 
visions of this Act shall not apply to any incorporated year, 
city or town, except within the county of Sonoma. 

Section 10. All Acts and parts of Acts in conflict, or inconsist- 
ent with the provisions of this Act, are hereby repealed. 



REMARKS. 

The mode of proceeding for tlie authorization, assess- 
ment, and collection of this tax for the erection of School 
Houses, is the same as explained in the commentaries upon 
Sections 2, 3, 4, and 5. 

The notice should be published, as before, for twenty- 
days preceding the election, in the manner described, and 
should fully set forth the circumstances specified at the 
close of Section 6. The Trustees may fix upon their own 
plans. The estimates, they should obtain from two or 
more practical builders. 

Copies of the plans and specifications should be ex- 
hibited at the several places of holding the election. 

Should the tax be authorized, the Trustees must build 
the School House substantially, in accordance with the plans 
exhibited. 

They need not be tied down, however, to all the details. 

They may make such modifications, not too radical, as, 
in their judgment, will improve the convenience of the 

School House. 

5 



34 COMMENTARIES ON THE SCHOOL LAW. 

In tlieir estimates for the coi5.stru.ction of tlie building, 
they may, and should, include the cost of desks, seats and 
other necessary School furniture. 

They may use their discretion as to the best mode of 
having the building erected, whether under their own su- 
perintendence, or by contract. If the latter, it would be, 
perhaps, most satisfactory to the tax payers, to advertise for 
proposals, and give the contract to the lowest responsible 
bidder. 

The Superintendent of Public Instruction will embody, 
in this volume, plans and suggestions for the proper con- 
struction of School Houses and School furniture, which 
Trustees, intending to build, will do well to consult. 

He has paid much attention to School Architecture, and 
has the benefit of the experience of writers who have made 
this subject their specialty. 

Should Trustees desire more specific plans and directions 
than it is possible to give in a work necessarily so limited 
as this, he will be happy to furnish them, on application. 

The Act prohibits the levying of the tax for the support 
of an additional term of the School, and the tax for the 
erection of a School House, in the same year. 

The reason is apparent. It would impose too heavy a 
burden upon the tax payers. 

It will be observed that no incorporated city, or town, 
with the exception name.d, has the right to impose either 
of these taxes. They must rely upon the general powers 
conferred upon their Common Council by Section 22 of the 
School Law, which see. 



SUPERINTENDENTS AND TRUSTEES NOT TO BE INTERESTED IN 

CONTRACTS. 

The Act of March 28th, 185T, amendatory of Section 
14th of the School Law of May 3d, 1855, contains this 
further provision : 

Section 3. No Superintendent, or Trustee of Common Schools, 
Interest in con- shall be interested in any contract let or made by any 
tracts. District over or in whicli he has any official supervision 

or control ; nor shall he be employed as Teacher in any such District -, 



GRADING THE SCHOOLS. 35 

and all contracts, agreements and proceedings, in violation of this Sec- 
tion, are declared void ; and any Superintendent, or Trustee of Com- 
mon Schools, violating, or aiding in the violation of the provisions of 
this Section, shall be deemed guilty of a misdemeanor. 

Tliis Act was furtlier amended by Act of April 25t]i, 
1857, whidi provides as follows : 

So much of an Act entitled " An Act amendatory of and supple- 
mentary to an Act to establish, support and regulate Com- Exceptions. 
mon Schools, and to repeal former Acts concerning the same," ap- 
proved March twenty-eighth, eighteen hundred and fifty-seven, so far 
as the same prohibits the present incumbents of the office of Superin- 
tendent of Common Schools, of the counties of Placer, Sutter, Amador 
and El Dorado, from teaching School, is hereby repealed, so far as 
the same relates to said counties of Placer, Sutter, Amador and El 
Dorado. 

The object of tbis law is apparent. It is to prevent offi- 
cials from making contracts with tbemselves, and from 
auditing, in tbeir official capacity, claims acquired as in- 
dividuals against tlie Scliool Fund. 

The Act of April 25tli, 1857, makes an exception, it will 
be observed, in favor of the present incumbents only, of tbe 
office of Superintendent of Common Schools of tbe coun- 
ties specified. 

By " present incumbents " are, of course, meant those in 
office at the date of the Act— April 25th, 1857. The 
general prohibition will extend to their successors, and to 
themselves, if they be their own successors. 

Section 17. The Trustees may cause the Common Schools, within 
their respective jurisdiction, to be divided into Primary, Grading the 
Grammar and High School Departments, and to employ schools. 
competent and legally qualified Teachers for the instruction of the 
different departments, whenever they shall deem such division, into 
departments, advisable ; provided, there be sufficient means for all 
such departments ; and if not, then in the order in which they are 
herein named, the Primary School having preference. 

REMARKS. 

It is impossible for the Common School system to de- 
velop its fall results, unless the Schools are graded at the 
earliest moment circumstances will permit. The youth of 



36 COMMENTARIES ON THE SCHOOL LAW. 

twelve or fourteen years of age can scarcely receive justice 
at tlie liancls of a Teacher, a majority of whose pupils are 
from seven to nine years of age. The reasoning on this 
subject has been so forcibly put by Mr. Burrowes, that we 
cannot do better than ponder it here : 

" Division of labor — that great promoter of modern im- 
provement — nowhere applies more efficiently, or produc- 
tively, than in the business of instruction. Every person 
conversant with the subject is aware that, under a proper 
system, a class of ten, or even twenty pupils, of similar 
attainment and studies, may be heard to recite in the same 
length of time as a class of two or three, and each be made 
to derive an equal degree of benefit. From this, it fol- 
lows, that a School divided into two or three classes, in each 
study, maybe made to derive a much larger degree of benefit 
in the same time than one composed of the same number 
of pupils broken into ten or fifteen classes. This desirable 
result can only be efi'ected by the proper gradation of the 
Schools, which is nothing more than that systematic di- 
vision of labor which assigns to the same School, and the 
same Teacher, all pupils of the same, or nearly the same 
class of attainments and studies ; sending to their appro- 
priate higher or lower institutions those engaged in other 
branches. 

This arrangement will be found, wherever practicable, 
to be the most economical mode that can be adopted for 
the improvement of the Schools. It will cause a greater 
degree of progress to be made by each pupil, in the same 
time, as well as enable a larger number to be properly in- 
structed for the same expenditure. Common justice will 
finally decide, when fullness of supply shall permit fair 
competition, that in teaching, as in every other profession, 
its members must receive compensation in proportion to 
their qualifications and services. When this shall generally 
be the case — and already it is the rule in many Districts — 
the economy of graded Schools will be plain. Thus, if there 
are only fifty pupils studying Geography, Grammar, His- 



GRADING THE SCHOOLS. 37 

toiy, and Algebra, in a District witli five Seliook, and if 
these fifty are scattered amongst all these Schools, it re- 
quires no argument to show that five Teachers, of the higher 
grade, both of salary and qualification, are, or ought to be, 
paid to do what one might more readily accomplish. ISTor 
is the waste of money the most serious evil. The time and 
minds of all the pupils — both of the more and less ad- 
vanced — in the mixed Schools are wasted : whereas, by the 
proper gradation of the Schools, both these priceless por- 
tions of the capital of life, now in the process of invest- 
ment for eternity, might be saved. 

The existing scarcity of well qualified Teachers forms 
another strong reason for speedy classification. So long 
as there shall be found a few pupils stud^'ing the higher 
branches in every School, so long will the want of more 
Teachers of the higher branches be felt, and this want will 
increase, and cramp the system more and more. Every 
efibrt to improve the Schools, without grading them, ^vill 
but increase the scarcity of Teachers of the higher attain- 
ments, by causing an unreal demand for their services. 
This state of things will also, and most unjustly, cause 
many worthy, and comparatively successful Teachers of the 
lower branches, to be decried, or to be placed in the false 
position of being compelled to attempt instruction in 
branches above their present attainments. The opening 
of two or three of the Schools of each District solely for 
pupils in the higher branches, in the care of properl}' quali- 
fied Teachers, would materially lessen both these evils. 
The existing scarcity of Teachers of the higher branches 
would be less felt, and those of the lower Schools be re- 
lieved from their present embarrassments. By these re- 
marks it is not designed to convey the idea that any one is 
fit to take charge of a Primar}-^ School. On the contrary, 
it is known that peculiar fitness and preparation are as in- 
dispensable in the child's first as in his last Teacher. It 
is, however, indisputable, that many females and others, 
not yet in possession of the higher branches, are admirably 
adapted, by tact, disposition, habit, and acquii-ement, to the 



6q commentaries on the school law. 

instruction of early cliildliood in tlie first elements of 
knowledge. Mixed or ungraded Schools, by imposing in- 
struction in all tlie branches upon their Teachers, exclude 
hundreds of such from the profession. The grading of the 
Schools will correct this mere practical evil, and restore 
them to their proper position and to a large degree of use- 
fulness, thus increasing, merely by systematizing, the teach- 
ing force of the system. 

The government of the Schools will also be found to be 
facilitated, and their moral tone improved, by gradation. 
Precisely similar motives to good conduct and incentives 
to study, or the same forms of restraint and punishment, 
are not to be indifferently employed in regard to all classes 
of pupils. Those who have merely passed the period of 
infancy must be treated differently from those who are ap- 
proaching maturity. This commingling of the various 
species of discipline, which are unavoidable in a mixed 
School, is not only inconvenient, but, to some extent, in- 
jurious to both classes of youth. The constant association 
of the very young with those of more advanced age will 
also, probably, be found to be more or less morally and in- 
tellectually detrimental. The boy of six or seven will natu- 
rally imitate the lad of sixteen or seventeen ; but unfor- 
tunately, that perverseness, which seems to -be a portion of 
our nature, will cause the vices of the exemplar, instead of 
his virtues, to be most generally copied. So, on the other 
hand, though the elder may not become positively demor- 
alized, in the ethical sense of the term, by this contact, yet 
he incurs the risk of being retarded in his intellectual de- 
velopment, and of losing a portion of opportunity for that 
useful preparation for the battle of life which is found in 
continually measuring one's self with none but equals and 
superiors, which is perhaps one of the best fruits, as it should 
be an essential feature, in every well ordered School. 

Finally, a strong reason in favor of the immediate clas- 
sification of the Schools, is the effect which it will produce 
upon the educational feelings of the District. "WTiile the 
Schools are mixed, the studies confused, their whole con- 



SCHOOL MARSHALS. 39 

dition unattractive, and the general result, therefore, un- 
satisfactory, little increase of favor to the Schools, or of 
love of learning, will be manifested. The common system 
will be sustained, or rather tolerated, more out of an in- 
dej&nite idea of duty and desire to promote the good of the 
future, than from any strong conviction of its value, based 
on positive, tangible, present, beneficial results. But grade 
the Schools properly, and classify the pupils in each grade 
correctly, and the fruits of the system will soon become 
manifest. Parents will then see that their children are 
making substantial and regular progress in their own home 
schools ; they will, therefore, make every sacrifice to keep 
them longer in them than they would generally do. The 
pupils themselves, instead of wishing for the day, as they 
now generally do, when they shall be emancipated from 
the tedium of attendance at institutions in which there is 
neither methodical study, the hope of rising to a higher 
school, nor much progress, will desire to continue in each 
grade, not only for the sake of the knowledge to be 
acquired there, but for the honor of transfer to the next. 
Thus a new feeling will be infused into all; and, were 
there no other good to follow the arrangement, this alone 
should decide in its favor." 

SCHOOL MARSHALS. 

Section 18. The Marshals selected and designated by the Trustees, 
under the provisions of this Act, shall, in the month of October, 
annually, take a specific census of all the white children within their 
respective precincts, between the ages of four and eighteen years, 
specifying the names of the children, of the parents or guardians of 
such children, and the town, city and School District within which 
they reside, and make fall report thereof, in writing, under oath, to 
the County Superintendent of Common Schools, and deliver a true 
copy thereof to the Trustees, in their respective School Districts, by the 
tenth day of November next thereafter. 



REMARKS. 

Upon the energy, fidelity and tact of the Marshal will 
depend the amount of the School Fund to which each 
District will be entitled. 



40 COMMENTARIES ON THE SCHOOL LAW. 

The Marshal should commence his labors as near the 
first of October as possible, that he may have ample time 
to glean his District. 

He should provide himself with a certificate of his 
appointment, which he should exhibit on all proper occa- 
sions, that due deference may be paid to his authority. 

In Districts wherein a newspaper is published, it would 
be well to have a standing notice of the appointment, that 
the citizens may understand, in advance, the object of his 
visit. 

The Marshal should also provide himself with a copy of 
the Ordinance of the Board of Supervisors, organizing the 
District and defining its limits. He should go systemati- 
cally to work, commencing at one end, and visiting every 
family in his way to the other. Much of his success will 
depend upon his tact and address. 

In visiting a family, he should at once make known his 
object. This will prevent any irritation at his supposed 
intrusion. 

He should make his inquiries, especially of females, as 
delicately as possible. 

When any disinclination to answer is evidenced, he 
should explain that it is to the interest of every citizen to 
show as large a number of children as possible in the 
District, as each additional child entitles the School to an 
additional amount from the State and County Fund, and 
by so much reduces the amount to be raised by the inhabi- 
tants of the District. 

Equity would, perhaps, require that children temporarily 
residing in District A, while their parents and home are 
in District B, should be credited to the latter; but this 
will produce confusion and will be found impracticable. 

The Marshal should therefore only report the names of 
children actually residing in the District. 

This will include children temporarily absent on a visit, 
but not children at boarding-school in another District. 

These last must be reported for the District in which 
their School is located. 



DUTIES OF CENSUS MARSHAL. 41 

In addition to the items heretofore furnislied hy the 
Marshal, the State Superintendent directs that he shall, in 
future, report the number of deaf and dumb persons in 
the District, without reference to their age. Inquiry 
should always be made on this point. A column will be 
provided in the Census Blanks for this purpose. 

To guard against frauds, it is necessary that the Marshal 
swear to the correctness of his returns, as required by law. 
Without this, his report is informal and cannot be accepted. 

He is required to present a copy of it, by the 10th of 
iN'ovember — 1st. To the County Superintendent. 2d. To 
the Board of Trustees of the District; and 3d. To the 
Superintendent of Public Instruction. Unless presented 
by the 10th of N'ovember, the District is liable to lose its 
share of the School Fund. 

"Whenever possible, it should always be made by the 
1st of JSTovember, particularly to the Trustees, that they 
may embody the information in their reports, which they 
are required to make on that day. 

COMPENSATION. 

Section 19. The County Treasurer, Superintendent, Trustees, 
and Marshals of Common Schools, within their several counties, shall 
respectively receive, for their official services, under this Act, such 
compensation as shall be allowed by the Board of Supervisors, which 
shall be audited and paid in the same manner as other county sala- 
ries and expenses are audited and paid. 



REMARKS. 

The fund out of which such compensation is to be made, 
is not specified. It may, or may not be, out of the School 
Fund. 

This Fund is, unfortunately, so small, and of such mo- 
ment to the success of our Schools, that the effort should 
always be made to. induce the Supervisors to leave it in- 
tact, and to pay the officers mentioned out of the General 
Fund. This will permit the whole of the School Fund to 
6 



42 COMMENTARIES ON THE SCHOOL LAW. 

be devoted to the support of tlie Schools proper. Unless 
specially authorized by the Board of Supervisors, the 
County Superintendent has no right to draw warrants on 
the School Fund for the contingent expenses of his office. 
For such expenses, his account must first be audited in the 
usual manner by the Supervisors. 

SCHOOL DISTRICTS. 

Section 20. Until otherwise determined and establislied by the 
proper authorities, each city and each town or township in this State 
shall constitute one School District. 

Section 21. Upon a petition being presented to the Board of 
Establishing new Supervisors, such Board shall, except in incorporated 
Districts. cities and towns which have made provisions for Schools 

within their respective limits, have the power to constitute and estab- 
lish School Districts, and to define and to alter the boundaries thereof 
in accordance with the wishes of the qualified electors in the respec- 
tive precincts, and as the best judgment of said Board may direct. 



REMARKS. 

"Whenever a new District is established, it is hoped the 
Supervisors will give it some distinctive name. This is 
far better than the present bald system of nomenclature 
by numerals. It is much more euphonious and expressive, 
for instance, to say "Buchanan District," than District ]^o. 
1, or District 'No. 2. 

The division of Districts should, by all means, be encour- 
aged. 

The greater the number of Districts, the more numerous 
the Schools, and the more active the interest of citizens in 
their immediate vicinity. "Whenever a School is so located 
that the distance is too great for any considerable number 
of families to send their children, they should at once 
petition the Supervisors to divide the District. Under the 
operation of the Act of April 26th, 1858, they can easily 
raise the funds to build a School House, and then, with 
scarcely any additional burden, they can support a School 
of their own in their immediate neighborhood. 



POWERS OF COMMON COUNCIL. 



INCORPORATED CITIES AND TOWNS. 

Section 22. The Common Council of eacli and every incorpo- 
rated city in tliis State shall be, and hereby is authorized Powers of the 
and empowered : First, To raise annually, by tax upon eii. °™" 
the real estate and personal property within the city, as estimated by 
the City Assessors, such amount of money, not exceeding one-fourth" 
of one per cent, on the valuation on the assessment roll, as shall be 
requisite for the support of Free Common Schools therein, and pro- 
viding and furnishing suitable houses therefor, and purchasing lots 
on which to build School Houses, and paying contingent expenses. 
Second, To provide, by ordinance, for the collection, custody, and 
disbursement of the moneys thus raised by city tax for School Pur- 
poses. Third, To provide, by ordinance, for the drawing from the 
County Treasury, on the warrant of the County Superintendent of 
Common Schools, the moneys to which said city shall be entitled un- 
der the provisions of this Act, and for the custody and disbursement 
by the City Treasurer of the same, in accordance with the provisions 
of this Act. Fourth, To provide, by ordinance, for constituting and 
establishing School Districts, and for the examination of Common 
School Teachers ; the regulation of Common Schools within the city ; 
the census, or enumeration of the children ; and for making the an- 
nual and other reports to the County Superintendent. Fifth, To 
provide, by ordinance, for the election or appointment of Qi^y ^^^^^ ^f 
a .City Board of Education and Superintendent of Com- Education. 
mon Schools, and prescribe their powers and duties ; and, Sixth, To 
ordain all such rules and regulations as they may deem expedient and 
necessary for the promotion of the interests, prosperity, and useful- 
ness of Common Schools within the city ; provided, that the Common 
Council shall not make any ordinance, nor do any act, which shall be 
in conflict with the principles or provisions of the Constitution of the 
State, or of any Act of the Legislature. Seventh, Provided, that the 
Common Council, on the petition of fifty heads of white families, citi- 
zens of the District, shall establish a School or Schools in said Dis- 
trict, and shall award said School or Schools a. pro rata of the School 
Fund ; provided, no sectarian doctrines are taught in said School or 
Schools, and said Schools so established shall, in all particulars, be 
under the supervision and control of the Common Council, as are all 
other Common Schools within their jurisdiction, under the provisions 
of this Act. 



REMARKS. 

Before tlie County Superintendent is legally bound to 
draw his warrant in favor of any city, he must be furnished 
with a certificate of the election of the Board of Education, 



44 COMMENTARIES ON THE SCHOOL LAW. 

and also, in obedience to Clause Fourth of Section 11, 
"with a certificate of the Board of Education, showing for 
w^hat purpose, in accordance with the Act, the money is 
required." 

Provision is made for the establishment of an additional 
School in a city, whenever the heads of fifty families pe- 
tition therefor. 

The language of the Statute appears to be imperative. 
The Council, therefore, would seem to have no choice but 
to comply with the petition ; but, on the express condition 
that no sectarian doctrines are taught in said School. A 
promise to this effect should be set forth in the petition, 
and wherever there is reason to believe it is violated, the 
Council should investigate, and if they find such to be the 
fact, they may disband the School, or, at least, refuse it a 
2Jro rata of the School Fund. 

The City Board of Education, unless organized by special 
law, is the creature of the Common Council, and can only 
exercise such powers as are conferred upon it by ordinance. 

This ordinance the Council have a right to repeal or 
modify, at pleasure, but such repeal or modification cannot 
affect contracts made by the Board, at the time, possessing 
full powers. 

RULES FOR A BOARD OF EDUCATION. 

The following selections from the Rules and Regula- 
tions of the San Francisco Board of Education — the result 
of many years' experience — may furnish some useful hints 
to similar Boards in other cities and towns, and to the 
Trustees of Rural Districts also : 



Section 1. The Public Scliools of ttis city shall be taught every 
day, of term time, except Satvirdays, Sundays, and National Holidays, 
with a vacation of at least three weeks at the close of the term, or at 
such time as the Board of Education may designate. 

Section 2. The daily sessions shall commence at ten o'clock, 
A. M., and close precisely at half after three, P. M., in the Grammar 
and Intermediate, and at three, P. M., in the Primary Departments, 



RULES EOR A BOARD OF EDUCATION. 45 

witli intermissions from twelve to half after twelve o'clock, and from 
two to two o'clock and ten minutes — the roll to be called immediately 
before the hour for closing. 

Section 3. Pupils are required to be punctual in attendance, and 
to bring written excuses from their parents or guardians for tardiness 
or absence. 

GENERAL DUTIES OE TEACHERS. 

Section 4. It shall he the duty of the Teachers, 

1. To make themselves familiar with these Rules, and to take 
especial care to observe and enforce all the Regulations of the Board 
regarding discipline and instruction. To be present in their School 
Rooms fifteen minutes before ten o'clock, A. M. 

2. To fill any vacancies in positions of Assistant Teachers under 
their charge for the day, and report immediately to the Superintend- 
ent. 

3. To obtain leave on the day previous, when they find it neces- 
sary to be absent from School, and notify the Superintendent after 
such absence becomes necessary. 

4. To require punctual attendance of scholars in the session room 
at ten, A. M., allowing no time after that hour for the School to as- 
semble, and to close punctually at the appointed hour. 

5. To devote themselves faithfully to the public service during 
School hours. 

6. To carefully instruct their pupils to avoid idleness, profanity, 
falsehood, deceit, and all immorality, and to conduct themselves in an 
orderly and proper manner. 

7. To exercise a general supervision over their morals, and, on all 
suitable occasions, to inculcate the principles of truth and virtue. 

8. To visit and consult with the parents or guardians of their 
pupils as often as they can do so, and to make known to them all cases 
of confirmed tardiness, absences, and truancy, and to do all in their 
power, by letter or personal interview, to correct the evil. 

9. To use all proper means to improve themselves in knowledge, in 
order to greater efficiency and usefulness as Teachers. 

10. To draw up Special Rules for the government of their Schools, 
subject to the approval of the Superintendent. 

11. To make reports promptly, as required by Law. 

12. To make written statements to the Superintendent for all sup- 
plies needed. 

13. To make no contracts or incur any debts on account of the 
Public Schools. 

14. To refuse to change the Order of Exercises to amuse or enter- 
tain any visitor, unless by the order of a Director, or the Superin- 
tendent. 

15. To aim at such discipline in their Schools as would be exer- 
cised by a kind and judicious parent in his family. 

16. To apply, in case of need, to the Directors of their respective 
Districts, for temporary aid, advice, or assistance. 



46 COMMENTARIES ON THE SCHOOL LAW. 

17. To give vigilant attention to the ventilation and temperature 
of their School Rooms, so that the air shall be changed in the rooms 
at each recess, and at the close of the daily session. 

18. To require from each scholar, on entering School, a Certificate 
of Vaccination, signed by some reputable physician, certifying that 
he or she has been duly vaccinated within seven years. 

19. To require from each scholar, on entering School, a certificate, 
signed by the Principal of the School he or she last attended. 

SPECIAL DUTIES OE PRINCIPALS. 

Section 5. Principals are required, 

1. To have immediate charge and supervision of the highest de- 
partment in their School, and a general supervision of all its depart- 
ments. 

2. To keep a register of the names, ages, and residences of the 
scholars, and also records of daily absences, and such class records as 
shall exhibit the advancement and standing of each scholar. 

3. To make report to the Superintendent semi-annually, in May 
and November, of the number of pupils that have attended during 
the term, with the average attendance. 

4. To keep a daily record of the attendance of the Teachers in 
their respective Schools. This shall be done by the Principals of the 
Grammar and Mixed Schools; also those of the Intermediate and Pri-* 
mary, when separate from the Grammar. 

5. To conform at all times to the Order of Exercises approved by 
the Board. 

6. To prescribe such rules for the use of the yards and out-build- 
ings as shall insure their neatness, and to examine them as often as 
may be necessary for that purpose; and they shall be responsible for 
any want of neatness on their premises. 

SPECIAL DUTIES OF ASSISTANT TEACHERS. 

Section 6. Assistant Teachers are required, 

1. To receive the suggestions and follow the directions of the 
Principal, with the privilege of an appeal to the Superintendent or 
Board of Education. 

2. To report to the Principal all injury or damage done their School 
Booms, furniture, or apparatus, and all serious or important matters 
pertaining to their pupils, in instruction or discipline, when his ad- 
vice or aid may be beneficial. 

TEACHERS ARE AUTHORIZED. 

Section 7. 1. To have full jurisdiction over the conduct of pu- 
pils, both during School hours, and while on their way to and from 
School. 



EULES FOE, A BOARD OP EDUCATION. 4T 



MISCELLANEOUS RULES. 

TEXT-BOOKS. 

Section 8. The Books "used and the studies pursued in all the 
Public Schools shall be sticli, and such only, as may be authorized by 
the Board of Education, and the Teachers shall not permit any books, 
tracts, or other publications to be disributed in their Schools. 

Section 9. No festival or exhibition shall be held by the Public 
Schools, without permission of the Board of Education. 

AGE OP PUPILS. 

Section 10. No pupil shall be received into any Public School in 
this city under the age of five years. 

number op pupils. 

Section 11. Each Teacher shall have in charge, as an average at- 
tendance, in the Primary Department, fifty scholars ; in the Inter- 
mediate Department, forty-five scholars ; in the Grammar Department, 
forty scholars ; and no more than that number shall be allowed in 
any School. 

Section 12. There shall be entered upon the School Register, in 
the Primary Department, sixty scholars to each Teacher employed; 
in the Intermediate Departmer.t, fifty-six to each Teacher employed; 
and in the Grammar Departo-cnt, fifty to each Teacher; and such 
scholars shall be designated as the regular scholars. Of those ap- 
plying for admission after the number of regular scholars is complete, 
their names shall be entered upon the School Register, in the order 
of their applications, and these shall be admitted to seats, whenever 
a vacancy occurs, as hereinafter provided. 

Section 13. Whenever any regular scholar shall be absent from 
School for two consecutive days, the Teacher in charge shall person- 
ally notify the parent or guardian of such absence, and if no excuse 
be rendered and accepted by the Teacher, on the third day, then such 
teacher shall announce a vacancy, and notify the scholar next in 
order upon the Register, who may claim the seat within one day 
thereafter, and if not so claimed, it shall be offered to the second in 
order, and so on : Provided, That upon the second absence of any 
regular scholar, the parent or guardian shall be notified upon the first 
day, and, if the absence be not excused, the vacancy shall be de- 
clared upon the second day : Provided, That no pupil shall be 
allowed a seat after the second, or any subsequent absence, without 
first obtaining the permission of the Director residing nearest to the 
School House, or of the Superintendent. 



48 COMMENTARIES ON THE SCHOOL LAW. 



SMOKING IN SCHOOL ROOMS. 

Section 14. No smoking shall be allowed in the School Rooms 
under the control of the Board of Education. 



PAY or SUBSTITUTES. - 

Section 15. Whenever any Teacher shall be absent from School, 
and a substitute rendered necessary, the earnings of the latter shall 
be withdrawn from the salary of the former, unless, upon the recom- 
mendation of the Committee on Salaries and Judiciary, the Board 
shall otherwise order. 

ABSENCE OF TEACHERS. 

Section 16. The absence of any Teacher from School, during 
School hours, for one day, without leave first obtained from the 
Director having such School in charge, or from the Superintendent, 
shall at once operate as a forfeiture of his or her appointment, unless 
such absence be occasioned by illness. 

Section 17. Any Teacher absent for less than a day, shall report 
to the Director having charge of the School, or to the Superintendent, 
within twelve hours thereafter, and the excuse therefor, upon a like 
penalty for failure to report. 

vacancies. 

Section 18. When a vacancy occurs in the position of a Teacher, 
the Principal may fill the same for the day, and shall report immedi- 
ately to the Superiutendcnt, who shall fill the vacancy from those 
having certificates, until an election by the Board, and shall report 
such appointment to the Board at its next meeting ; and in case of the 
absence of the Superintendent from the city, the vacancy shall be filled 
by the President of the Board, in like manner. 

vaccination. 

Section 19. Every scholar, upon entering any School, shall pre- 
sent to the Principal of the School a certificate, signed by some rep- 
utable physician, that he or she has been vaccinated within seven 
years, and the Principal shall file such certificate in the Superin- 
tendent's office. 

TRANSFER OF SCHOLARS. 

Section 20. No scholar shall be transferred from one School to 
another, unless he or she can produce a certificate of good character 
and standing from the Principal of the School he or she last attended. 



INCORPORATED TOWNS. 49 

It would be well for the Trustees of the Rural Districts, 
as well as Boards of Education, to adapt these rules to their 
condition. 

Some such regulations are necessary for the internal 
government of all Schools, whether in the country or the 
city. We resume the School Law: 



Section 23. No Trustees or Marshals elected or appointed under 
tlie foregoing provisions of this Act, shall have any jurisdiction or 
control within the limits of any city which shall have provided for 
the support, regulation and management of Common Schools therein, 
under the provisions of the next preceding section of this Act. 



REMARKS. 

From this it follows, that if any town shall he incorpo- 
rated by the Legislature, the old Trustees of the School 
District in which said town is located, will continue to 
exercise their usual functions, until the Council organize 
a Board of Education, or otherwise provide for the sup- 
port, regulation and management of the Common Schools 
therein. 

The Council are only empowered, not directed, so to do. 
If, therefore, they neglect this duty, the powers of the 
Trustees and the Trustee system of government generally, 
will continue. 

Section 24. All the powers, rights and privileges conferred upon 
incorporated cities by the provisions of this Act, shall be enjoyed and 
may be exercised in like manner by incorporated towns ; and the 
town ofl&cers shall have the same powers as the corresponding officers 
in cities. 

STATE SCHOOL FUND. 

Section 25. Controller's warrants, drawn upon the G-eneral 
Fund, and paid into the State Treasury for School Land, shall draw 
the same rate of interest and be entitled to all the preference of civil 
bonds ; and the State Treasurer, on receiving any such warrants, shall 
indorse upon the same, " Common School Fund," with the date of 
their reception, and subscribe thereto his official signature; and no 
portion of said securities shall be sold or exchanged for other secu- 
rities, except by special Act of the Legislature. 

7 



50 COMMENTARIES ON THE SCHOOL LAW. 



REMARKS. 

This section has become obsolete, as there are no longer 
any floating warrants on the General Fund. 

Warrants are never issued unless there is cash in the 
Treasury, at the time, to pay them. 

The School Lands are now sold either for cash, or on 
such credit terms as may be found more particularly set 
forth in the Act passed by the last Legislature for the selec- 
tion and sale of School Lands, for which see Appendix to 
this volume. 



Section 26. No portion of the Common School Fund, nor of 
the interest or income thereof, nor of the moneys raised by State 
Tax, or specially appropriated for the support of Common Schools, 
shall be diverted to any other object or purpose. 



REMARKS. 

This is in conformity with the requirements of the Con- 
stitution. 

It is especially binding upon County Treasurers and 
Boards of Supervisors. However urgent the necessity, 
they cannot use the School Funds, even temporarily, for 
any other purpose ; and if they attempt it, the County 
Superintendent of Schools, or any Trustee or Teacher, may 
restrain them by injunction, or if the mischief has been 
done, may recover damages, in a civil action. 

The principal of the State School Fund— 1475,520— is 
only nominally in the Treasury. The State is, for that 
amount, the Trustee of the Schools, and acknowledges her 
indebtedness each year by paying the interest. 

Section 27. The School Moneys distributed to the various coun- 
ties of this State from the State School Fund, shall not be used for 
any other purpose than the payment of qualified Teachers under this 
Act, and no portion of said " Funds " shall either directly or indi- 
rectly be paid for the erection of School Houses, the use of School 
Rooms, furniture, or any other contingent expenses of Common 
Schools. 



APPLICATION OF STATE FUND. 51 



REMARKS. 



To cany out tliis provision of the Law, it is necessary 
that the County Treasurer and County Superintendent 
keep the account of the State School Moneys received, 
separate and distinct from that of School Funds received 
from other sources. 

It is only in this way they can ascertain what amount of 
their funds must necessarily be paid for Teachers' salaries. 

The County Superintendent's account with each School 
District must specify the amount received from the State 
School Fund. In that amount, the Teacher, before service, 
has a contingent, and after service, a vested interest. It 
must be in the Treasury to meet his demand, and if it be 
not, the oificer diverting it is responsible to him in 
damages. 

The Act says the State Fund shall only be used for the 
payment of "qualified Teachers." "What constitutes a 
" qualified Teacher " maybe found particularly described 
in Section 34 following. That which cannot be done 
directly, may not be done by indirect means. Hence a 
Board of Education or Trustees cannot pay a Teacher a 
higher salary than they otherwise would, on condition that 
he pays the rent of the School House, or defrays the con- 
tingent expenses of the School. 

Even should there be a surplus in the Fund, derived 
from the State, applicable to the payment of Teachers — 
which, unfortunately, is not likely soon to occur — while 
the School is in debt for rent, furniture, or janitor's services, 
this surplus may not be used to cancel the debt. 

COUNTY SCHOOL EUND, 

Section 28. Each and every county in this State is hereby em- 
powered and authorized to raise annually, by special tax, (in the same 
manner that other county taxes shall be levied,) upon the real estate 
and personal property within the county, an amount of money not 
exceeding ten cents on each one hundred dollars of valuation, for the 
support of Common Schools therein, and providing suitable houses, 
and purchasing libraries and apparatus for such Common Schools. 



52 COMMENTARIES ON THE SCHOOL LAW. 

Section 29. All moneys raised by county tax, as above pro- 
vided, for Common School purposes, shall be paid into the County 
Treasury as a special deposit, and shall be apportioned by the 
^' County Superintendent of Common Schools," among the towns, 
cities, and School Districts in the county, iipon the basis provided 
by this Act for the apportionment of State School Moneys, and be 
drawn from the County Treasury on the warrant of the County Su- 
perintendent, as before provided. 

Section 30. The School Trustees or Board of Education of each 
city, town, and district, may use the moneys from the County School 
Fund to purchase, build, or rent, School Houses, to purchase libra- 
ries, and to pay teachers or contingent expenses, as they may deem 
proper. 



REMAEKS. 

It is probable every county in the State will impose the 
small tax here authorized for the support of Schools. 

1^0 tax is more cheerfully paid — none devoted to a more 
worthy purpose. It will bear its fruits in years to come. 
The proceeds of this tax, it will be observed, may be used 
for any class of School expenses. Erom it must be made 
up what of the Teacher's salary the State Fund fails to 
pay. As this tax is small, it should not be relied on for 
building School Houses, as the Act of April 26th, 1858, 
affords a special means for raising the funds required for 
this purpose. 

A reasonable sum should every year be used for the 
purchase of School apparatus and a library. 'No School 
is complete without maps, globes, mathematical blocks 
and figures, and, if of a high grade, philosophical instru- 
ments. 

The eye is the chief inlet to the brain. Days of de- 
scription could scarcely give a child so clear a perception 
of the nature of the earth's motion, latitude, longitude, 
the equator, and the poles, as a simple inspection of a 
globe. 

An alphabet of block letters will be found exceedingly 
useful in Primary Schools. A child will learn his letters 
in a few days, if required to pick out of a heap the block 
representing a particular letter. 



OBJECT-TEACHING. 53 

In fact, object-teacliiiig, where it is applicable, is tlie 
only proper way to impart the rudiments of any brancL. 
of study. 

Thus, take for illustration, even the science of mineral- 
ogy. Place before the child specimens of chalk, quartz, 
silex, mica, granite, the metals, etc., and he will soon be 
able to pick out any one called for. 

When he has become thoroughly familiar with the object 
itself, it is easy to make him comprehend its properties. 

'No School would be considered complete without books, 
and yet apparatus, the appliances of object-teaching, are 
just as essential. How often are they wanting ! 

Under Section 29, the County Superintendent can appor- 
tion none of the School Funds, either State or County, to 
any District excluded from distribution by the Superin- 
tendent of Public Instruction. 

Even if the County Superintendent knows that a School 
was maintained for three or more months in a given year, 
but failed to report to the Department of Instruction, 
whereby it was deprived of any share of the State Fund, 
he cannot allow it any portion even of the County School 
Fund. 

SCHOOLS AND TEACHERS. 

Section 31. Any balance required to be raised in any Scbool 
District for the payment of Teachers' compensation, beyond the 
amount apportioned to such District by the previous provisions of 
this Act, and other Public Moneys belonging to the District, applica- 
ble to the payment of Teachers' compensation, shall be raised by rate 
bill, made out by the Trustees against those sending to School, in 
proportion to the number of days, and of children sent, to be ascer- 
tained by the Teachers' list ; and in making out such rate bill, it 
shall be the duty of the Trustees to exempt such indigent inhabitants 
as may, in their judgment, be entitled to such exemption. 

KEMARKS. 

From the terms of the Act, the Trustees can only have 
recourse to the rate bill, to raise funds to pay a balance 
due for Teachers' compensation. It may not, therefore, 



64 COMMENTARIES ON THE SCHOOL LAW. 

be employed to defray other expenses of the School. 
When the funds to the credit of the District are insuffi- 
cient to pay both Teacher and contingent expenses, they 
may be used, so far as applicable, for the latter, and then 
the balance due the Teacher may be raised by rate bill. 
From the language of this Section, it will be seen how 
important it is that the Teacher keep a list of his Scholars, 
and their daily attendance, as upon this list must the 
Trustees base their rate bill. 

In preparing this, the rate per day for each pupil should 
be established as follows : 

K, for the sake of illustration, ^200 is to be raised, and 
ten pupils attended School thirty days — ten, sixty days, 
and ten, ninety days, the whole service would be equivalent 
to one pupil attending eighteen hundred days, which would 
make the rate, 11 1-9 cents per day. The assessment upon 
the parents of each of the first ten pupils would therefore be, 
$3.33J — for all, |33.33|- ; upon the parents of each of the 
second ten, $6.66| — for all, $66.66f, and upon the parents 
of each of the last ten, $10 — for all, $100, making, in the 
aggregate, the |200 required. 

The Trustees must therefore be careful not to impose 
the same rate upon the parents of all the children alike, 
but make due allowance for the time they have attended 
School. 

Were this not indicated by the terms of the Act, it would 
be only reasonable that the children should, through their 
parents, pay in proportion to the benefits they have received 
from the Public Schools. 

It is directed that the Trustees exempt such indigent 
inhabitants as may, in their judgment, be entitled to such 
exemption. 

This discretion should be exercised with tact and delicacy. 

Care should be taken that none be exempted, except 
those clearly unable to pay ; otherwise those assessed may 
murmur at the unequal imposition. 

ISTo means is indicated by the Act, to collect this tax. 
The usual plan is to draw up the rate bill in handsome 



FIXING THE RATE-BILL. 55 

form, showing the assessment upon each child, and intrust 
it to the Teacher, with power to collect. This power should 
be in writing, appended to the bill, and signed by the 
Trustees. 

Where it is not desirable to make the Teacher collector, 
it may be placed in the hands of any competent person. 
The Constable of the District is sometimes appointed col- 
lector, but this should be avoided as much as possible, as 
there is always something more or less offensive in the visit 
of a Constable ; and besides, he has no authority to enforce 
the collection. 

The payment is altogether voluntary. If the parents of 
the children who have received the benefits of the Teach- 
er's services, are so ungenerous as to refuse him the com- 
pensation the public funds are insufficient to pay him, there 
is no remedy. This, it is to be hoped, will rarely happen. 
Our people have the cause of education at heart, and give 
cheerfully for its support. 

The laborer is worthy of his hire, and surely no laborer 
earns his recompense more worthily than the faithful and 
devoted Teacher. 



Section 32. No Common School shall receive any moneys, bene- 
fits or immunities under the provisions of this Act, unless such 
School shall be instructed by a Teacher or Teachers duly examined, 
approved and employed by competent and legal authority, as herein 
before provided. 



E E M A R K S . 

This, of course, excludes all independent or private 
Schools. To constitute a Public School, the Teacher must 
have been examined and appointed by the Trustees, must 
be bound by their regulations, subject to their supervision, 
and the school must at all times be open to the visit and 
inspection of the Trustees, the County Superintendent, and 
the Superintendent of Public Instruction. APrivate School, 
in operation, may become a Public School, with the con- 
sent of the Trustees, by the Teacher's offering himself for 



56 COMMENTARIES ON THE SCHOOL LAW. 

examination and appointment. If tlie Trustees give Mm 
a certificate, and lie submit to the rules governing Public 
Schools, his School will thereafter be entitled to distribu- 
tion from the public funds. 



Section 33. No books, tracts or papers of a sectarian or denom- 
inational character, shall be used or introduced in any School estab- 
lished under the provisions of this Act ; nor shall sectarian or denom- 
inational doctrines be taught therein ; nor shall any School whatever 
receive any of the Public School Funds, which has not been taught 
in accordance with the principles of this Act. 



REMAEKS. 

The Trustees should always establish a rule, forbidding 
the Teacher to allow the distribution of any books or tracts, 
unless first approved by themselves. Of course, such ap- 
proval will not be given, if the books come within the 
prohibition of the Statute. This prohibition, it will be 
observed, only extends to papers, etc., of a sectarian or 
denominational character. There are many excellent books 
and papers, inculcating religion and morals, which are not 
open to this objection. The Statute does not require that 
children should be brought up in heathenism, or atheism. 
It only prohibits the introduction of those doctrinal dis- 
putes that divide the religious sects of the country. 

Avoid these, and there is not only no objection, but it is 
the duty of the Teacher to cultivate the moral nature of 
his pupils. 

"Whenever it is established, by undoubted evidence, that 
a Public School is violating this section of the Law, the 
County Superintendent should refuse to recognize it, and 
should draw no more warrants in its favor. Before taking 
this step, however, the case should always be submitted to 
the Superintendent of Public Instruction. 

A School excluded for this cause from a share of the 
public funds, may be restored to its privileges, by ceasing 
its sectarian teachings. A repetition of the offense should 
be unpardonable. 



TEACHEKS TO REPORT. 57 

Section 34. No Teacher shall be entitled to any portion of the 
Public Common School Moneys, as compensation or salary for services 
rendered, unless such Teacher shall have been duly er/iployed by 
competent authority, nor unless such Teacher shall have had, during 
the whole time of such service, such certificate of competency and 
approval as required by this Act in full force and effect, and bearing 
date within one year next before the services aforesaid shall have 
been rendered; nor unless such Teacher shall have made report in 
manner and in form as shall be prescribed by the Superintendent of 
Public Instruction. 

REMARKS. 

From this, it is apparent, the Teacher must submit 
himself for examination, and his certificate must be re- 
newed every year. 

For any services performed after the lapse of a year 
from the date of his certificate, he is not entitled to com- 
pensation from the public funds. "Employed by compe- 
tent authority." This can only be the Trustees, or Board 
of Education. 

ISTeither the parents of the pupils nor the County Super- 
intendent can employ a Public School Teacher. It is 
further provided that no Teacher shall receive any com- 
pensation from the School Funds, unless he has reported 
in manner and form as prescribed by the Superintendent 
of Public Instruction. 

Such manner and form are prescribed in the blank re- 
ports furnished by the Department of Instruction, a copy 
of which may be found in the Appendix to this volume. 

This condition will hereafter be rigidly enforced. The 
Teacher, before he can receive his compensation, must not 
only have prepared a report and transmitted copies of it, 
by the 1st of J^ovember, to the Trustees, County Superin- 
tendent, and Superintendent of Public Instruction, but 
that report must have been full and complete. 

Every column of the blank must have been filled up. 
He must have strictly complied with "the manner and 
form prescribed." 

The State Superintendent is thus particular, because 
Teachers have but too often neglected this duty. It has 



58 COMMENTARIES ON THE SCHOOL LAW. 

been impossible, in consequence, to make a full report to 
the Legislature. Ugly gaps in the statistics have thus 
occurred, to destroy the symmetry and completeness of 
the annual exhibit. 



MISCELLANEOUS PROVISIONS. 

Section 35. The Common School Year shall commence on the 
first day of November, and shall end on the last day of October. 

Section 36. Any printing required under this Act shall be exe- 
cuted in the form and manner and at the prices of other State print- 
ing, and shall be paid for in like manner out of the Greneral Fund, 
upon the bill for the same being certified to by the State Board of 
Education. 

Section 37. The Act entitled " An Act to establish a System 
of Common Schools," approved May 3d, 1852 ; and an Act entitled 
" An Act to be entitled an Act amendatory of and supplementary to 
an Act entitled an Act to establish a System of Common Schools, 
approved May 3d, 1852," approved May 18th, 1853, and all other 
laws and parts of laws inconsistent with this Act, are hereby re- 
pealed ; provided, this repeal shall not render invalid any lawful pro- 
ceedings already taken under the laws hereby repealed ; and the 
Common School Moneys and securities already accrued shall inure to 
the benefit of and belong to the School Fund referred to in this Act. 



CONCLUSION. 

In conclusion, the State Superintendent would urge 
those in immediate charge of the youth of our State, to 
make it their aim to educate, as well as instruct. Educa- 
tion is the development and cultivation of what is in- 
nate — the sensibilities and moral faculties ; instruction, 
the imparting of useful knowledge. 

One may be perfectly competent as an Instructor, and 
yet signally deficient as an Educator. 

The accomplished Teacher should combine both qual- 
ities. 

It is not enough that he store the mind of his charge 
with all the knowledge to which man has attain ed. He 
must cultivate the moral qualities — elevate the senti- 
ments — repress the passions — bring into subjection the 
senses — ennoble the aspirations. 



HOW TO EDUCATE. 59 

As the man is but the child of larger growth, and the 
State hut man in the aggregate, the Teacher is, in truth, 
the architect of the State. 

Let him hear in mind the dignity of his ofB.ce, and strive 
to magnify it. 

It is not necessary that his government should be one 
of terrorism. It has been reduced almost to an axiom, 
that in a well conducted school "the minimum of punish- 
ment is the maximum of qualification." 

He is the best Teacher who gains the confidence of his 
pupils — not he who makes them quake with the fury of his 
glance. 

It is not incompatible with his dignity, to descend, occa- 
sionally, from the pedestal of the superior, and become the 
familiar of his pupils. 

Show them that he is their friend — can share in their 
enjoyments, and sympathize in their griefs. 

He is a good man whom children love — none so pene- 
trating as they, in reading character. Once secure their 
confidence, and you may find a thousand avenues to their 
heads, as well as their hearts, that are closed to the ter- 
rorist. 

In their government, inculcate, in season and out of sea- 
son, a hearty detestation of falsehood. We venture the as- 
sertion, that it is entirely within the power of the Teacher 
to make the child grow up an honest and a truthful man. 

To effect this, always encourage a frank confession of 
fault, and when confessed, pardon it, if possible, and make 
the child understand that it is pardoned because confessed. 

On the other hand, impress* upon him that his punish- 
ment would have been the severest known to the disci- 
pline of the school, if he had falsified. 

And be not suspicious of children. Suspicion begets 
cunning and evasion. Children are singularly sensitive, 
and man can scarcely appreciate the cutting pang the in- 
genuous child experiences, when wrongfally accused of 
telling a lie. 

Teach him that you have confidence in his word, and 



60 COMMENTARIES ON THE SCHOOL LAW. 

lie will rarely abuse that confidence. Take for granted 
that what he affirms is true, unless the contrary is proved, 
and make him understand that you do so. But should 
that contrary be proved, make him a signal example, to 
the comprehension of all his fellows. 

Experience has established, that pride is the strongest 
sentiment in the heart of a child, to which the Teacher 
can appeal. 

"When not developed into arrogance, it is a secondary 
virtue. 

It were best, it is true, if we could make truth and honor, 
which is virtue, loved for virtue's sake. "With the child 
this is not always possible ; but it is possible to make him 
cherish truth and honor because their absence is disgraceful. 

It is the pride of a spirited youth to earn the name of 
gentleman. Teach him that a gentleman never lies, and 
he Avill cultivate frankness — is ever magnanimous, and he 
will not impose upon the weak, nor stand by unconcerned 
when the weak are imposed upon — is forgetful of self, and 
he will practice generosity — is mindful of benefits, and he 
will not be ungrateful — never skulks when duty calls him 
to face danger, and he will be courageous — is courteous to 
inferiors, and he will eschew insolence — is respectful to age 
and women, and he will become polite — scorns a meanness, 
and he "svill scorn it. 

In a word, teach him self-respect. And here the State 
Superintendent would urge all instructors to discourage 
the habit, once so common, of one child's informing on 
another. In years gone by, the master would severely 
punish a youth for not giving the name of some ofiiender. 
He thus makes a martyr of him. Rather encourage him 
to be faithful to his friends. Teach him to despise the 
character of an informer. 

The State Superintendent, in his experience as a Teacher, 
made it a point, not only to avoid requiring one pupil to 
inform upon another, but punished him if he volunteered 
the information — and with the happiest results. 

The great aim in teaching should be to make the pupil 



TEACH THOROUGHLY. 6 

understand thoroughly one principle or one branch, of study 
before proceeding to another. The disposition is too prev- 
alent to be content with only a smattering of many branches, 
without a thorough knowledge of any. 

The student should be taught not only the rules of a 
science, but the reason of those rules — the process by which 
learned men arrived at them. In after times he may pos- 
sibly forget the mere language of the rules, but it will 
matter little, as he can himself deduce them. 

He should be required to test his comprehension of a par- 
ticular branch by frequent application to the ordinary busi- 
ness of life. It is for this he studies, not' to burden his 
memory with a string of meaningless words. 

Visitors, whether County Superintendents, Trustees or 
parents, should always apply this test, and if the reply is 
" The problem is not in the book," they may rest assured 
the child has not been properly instructed. Another fea- 
ture of great value in imparting instruction is the familiar 
conversation of an intelligent Teacher. 

He should invariably correct on the spot any bad gram- 
mar, cant expression, or improper pronunciation among 
his pupils. 

It will not be long before the child will instinctively avoid 
them. 

Mere naked facts — abstract propositions, make little im- 
pression upon the youthful mind. 

The Teacher should endeavor to illustrate tbem in every 
possible way, by aiding the child with an association 
of ideas. 

A pertinent anecdote will often efi'ect this. 

A Teacher, devoted to his profession, will watch tbe ex- 
pansion of his pupil's mind with as much interest as the 
horticulturist does the gro^vth of some rare and costly exotic. 

He will often stop in the midst of the dry details of a 
recitation, and rivet the attention of his pupils by his con- 
versation. 

He will see by the lighting up of their countenances, 
bow they grasp his ideas. 



62 COMMENTARIES ON THE SCHOOL LAW. 

A Teacher, tlioro uglily master of Physiology, Astronomy, 
Chemistry, Geology, Botany and ISTatural Philosophy, can 
store the minds of his scholars with a fund of information 
on those subjects, long before they have commenced the 
formal study. 

At every turn something will occur " to point a moral, 
or adorn a tale." 

Children are proverbially inquisitive. They always want 
to know the "why" of what they see. 

Instead of rebuking, the master should encourage this 
disposition to ask questions, and should always take pains 
to give an intelligible reply. 

An excellent rule is to permit each pupil at the close of 
a session, to put some question, bearing upon his studies, 
to the whole School — he to answer, if his fellows cannot. 

It sets them to thinking, and incites them to study out 
puzzling questions. And after all, the purpose of Instruc- 
tion is to excite this very faculty of thinking. 

Books will not always do this — the Teacher always can. 

We doubt whether the School could be better employed, 
one day in the week, particularly in the rural districts, 
than by an excursion through the fields, the woods, and 
along the brook-side — the Teacher taking his text from 
the natural objects encountered, and discoursing in a 
familiar style upon their properties and relations. 

The fields would furnish him occasion to explain the 
germination of seeds — the constituents of plants — the ne- 
cessity and operation of light upon them — the mode by 
which they feed, and on what they feed — the beautiful 
provision by which they absorb carbonic acid gas, decom- 
pose it, and return the oxygen — the design apparent in 
this — the ingenious expedients by which many of them 
disseminate their seeds — the office of the leaves — the na- 
ture and varieties of flowers — the functions of the stamens, 
pistils, petals, pollen — the mode of reproduction — some 
account of the most curious foreign plants and flowers — 
the difference in the flora and vegetation of polar and 
tropical regions — the reason of this difference — the medi- 



COLLATEEAL INFORMATION. 63 

cinal qualities of plants— tlie names and localities of sucli 
as furnisli tlie best known vegetable medicines. 

Then, by association of ideas, explain tbe cliaracter of 
ante-diluvian vegetation, and bow we, at tbis late day, 
derive our knowledge of it. Tbis will introduce tbe 
subject of fossils, wbicb, in its ramifications, will furnisb 
an endless tbeme for instruction. 

Tbe skies above will furnish tbe text for a conversation 
on Astronomy and Meteorology — topics of exceeding in- 
terest to cbildren, and to tbe accomplisbed Teacber inex- 
haustible. 

The brook-side is equally suggestive. Here may be 
found tbe materials for a lecture on tbe elements of Geol- 
ogy, Mineralogy, Hydraulics, Evaporation, Ichthyology, 
J^avigation, the Steam-engine, Commerce, the Tides, Ma- 
rine plants, the topography of the Ocean's bed, effects of 
tbe Deluge, etc., etc. 

All this could not be expounded on one such occasion. 
It would require many. But we doubt whether months 
of application to text-books would produce greater re- 
sults than days thus devoted. 

The success of such a plan depends, of course, on the 
Teacber. 

He must be a man of varied attainments, extensive 
reading, possessing a fund of appropriate anecdote, and 
withal, an entertaining talker. 

To all, we say, in conclusion, make your children think. 

When you have done tbis, you have excited their in- 
terest. 

Learning will then become a pleasure, instead of a task, 
and knowledge follow in due time. 

SPECIAL DUTIES OF COUNTY SUPERINTENDENTS. 

It is important that the Superintendent of Public Instruc- 
tion, and through him, tbe Legislature and tbe People, be 
thoroughly informed of tbe condition of our Public Schools, 
that remedies maybe devised to repair defects, and arrange- 
ments made to supply deficiencies. "With tbis view, some- 



64 COMMENTARIES ON THE SCHOOL LAW. 

tiling more will be hereafter required of County Superin- 
tendents, than the mere filling up of the old forms of blank 
Reports. 

The State Superintendent will have prepared a blank 
note book, with appropriate headings and instructions, de- 
signed to furnish information upon many items, coming 
within the sphere of the County Superintendent's duties, 
but not heretofore attended to. 

Among these items may be mentioned the condition of 
the School Sections in the county, as referred to more at 
length in the commentaries on Section 11, the condition of 
the School Houses, the character of the furniture therein, 
the age of Teachers, their experience in teaching; how 
many intend to devote themselves permanently to the pro- 
fession ; their manner of teaching, and general ability to 
teach and govern ; the number of examinations and exhi- 
bitions held during the year ; improvements made, and 
projected, bearing upon the cause of education ; defects to 
be remedied, and wants to be supplied ; the number of 
Private Schools, Seminaries, and Colleges in the county ; 
with the number of pupils attending each. 

These note books are to be considered as part of the 
Superintendent's Annual Report, and should be trans- 
mitted at the same time. 

It is earnestly hoped County Superintendents will make 
them as full, practical and interesting as possible. 

Those of superior merit will be embodied in full, in the 
Annual Report of the Superintendent of Public Instruction 
to the Legislature, and with it, will be published for dis- 
tribution throughout the State. Any failure to furnish 
these Reports will be specially reported to the Legislature. 

The Superintendent of Public Instruction would recom- 
mend, also, that County Superintendents publish, in their 
local papers, from time to time, a Report upon the condi- 
tion of their Schools, with suggestions for their improve- 
ment. 

Some already do this. Among them may be mentioned, 
with approval, Mr. Henry B. Janes of San Francisco, Mr. 



SPECIAL DUTIES OF MARSHALS. 65 

IsTelson Slater of Sacramento, and Mr. Grove K. Godfrey 
of Sliasta. There may be others, but they have not been 
brought to the notice of the State Superintendent. 

The example of these officers is worthy of imitation. 

Such publications tend to keep alive the interest of the 
citizens in Public Schools, and stimulate them to make the 
improvements needed. It is true, complaint is very often 
justly made, that County Superintendents are but poorly 
compensated ; but in some instances, at least, this is their 
own fault. 

An active, energetic discharge of their duties, in the 
manner here indicated, will furnish the strongest argument 
for an increase of their compensation — an argument which 
will, doubtless, have its weight with the Board of Super- 
visors. 

SPECIAL DUTIES OF CENSUS MARSHALS. 

In addition to the items heretofore embodied in the re- 
turns of the Census Marshals, the State Superintendent 
directs that tliej shall give the number of deaf and dumb 
persons in their Districts, as set forth more at length in the 
Commentaries on Section 18, and also the number of chil- 
dren under four years of age, and whether born in Califor- 
nia or abroad. This should be done in a separate column, 
so as not to confound them with children between 
four and eighteen years of age, upon which, alone, the 
appoi;tionment is made. 

It will impose but little additional labor upon the Mar- 
shals, as it will be very easy, when inquiring of a family 
the names of children between four and eighteen years of 
age, to obtain the number under four j^ears of age. The 
names of the latter need not be given — their number is all 
that is wanted. E^or will it be necessary to give their 
birth place, further than to specify v/hether born " in Cali- 
fornia" or "abroad." 

Trustees are particularly requested to enforce compliance 
with these requirements. The necessary columns will be 
added to the census blanks. 
9 



Q 



Tliis is a subject to which, unfortunately, but little atten- 
tion has been paid in California, and yet the selection of 
the Teacher and the mode of instruction, scarcely exercise 
more influence in fashioning the character and giving tone 
to the plastic mind of the youth of our country. 

As to its operation upon the health and phj'sical develop- 
ment of the pupils, its importance can scarcely be over- 
estimated. 

In the infancy of the Common School system, the rudest 
shanty was considered sufficient for the training ground of 
the youthful mind. Men altogether overlooked or reck- 
lessly disregarded the controlling influence of surrounding 
circumstances upon the impressionable minds of the young. 

]^o attention was paid to location — an uninviting, for- 
bidden spot, with perhaps bog and filth, or worse still, 
demoralizing places of public resort in close proximity, was 
as likely to be selected as a grassy eminence, embowered 
in trees and commanding an extended view of the love- 
liest landscape. 

The style of building was regarded as of no consequence. 

Rough clapboards were huddled together by some vil- 
lage carpenter, whose only instructions were to furnish 
room wherein to cram a certain number of unfortunate 
youngsters. 

The mode of lighting, of ventilating, the style of School 
furniture, were all despised and held of trifling moment. 



LOCATION OP SCHOOL HOUSE. 67 

In later years, however, a vast cliange of public sentiment 
lias taken place on tills subject, and in many of the old 
settled States, tlie minds of intelligent and philantliropic 
friends of education have been specially turned to this 
matter, and the result has been a wonderful improvement 
in the cheerfulness, comfort, and even ornamentation of 
School Houses. 

The effort has been to make them attractive resorts to 
the young, aiding the acquisition of learning, and condu- 
cing, or, if not conducing, at least not activel}^ injurious 
to the health of their inmates. 

This is the principle which underlies the whole subject, 
and to enforce this, is the object of the present essay by 
the State Superintendent. In a work necessarily so con- 
tracted as this, he cannot be expected to enter into minute 
details. But he can point out certain fundamental rules 
for the guidance of Trustees and Building Committees — 
things that reason and experience have taught ought most 
assuredly to be done, and others that, as certainly, ought 
not to be done. 

Parties about to build a School House should take into 
consideration : 

First, The location. Second, The character of the 
School, whether graded, or ungraded. Third, The style 
of the building. Fourth, The mode of lighting, heating, 
and ventilating. And, Fifth, The School furniture and 
appurtenances. 

THE LOCATION. 

The primary considerations in selecting a location, are 
convenience, accessibility, fitness, and attractiveness. 

By Convenience is meant, its proximity to the greatest 
number of families. This is easily determined. Justice, 
and the success of the School, require that it shall be care- 
fully considered. 

The location should not only be convenient, but Ac- 
cessible. 

In rural Districts, care should be taken that a stream of 



68 SCHOOL ARCHITECTURE. 

water, liable to be swollen past fording in the rainy season, 
or a liigli ridge of hills, or marshy ground, or extensive 
fields infested by wild cattle, shall not intervene between 
the School House and any considerable number of honi.e- 
steads. 

There should be a Fitness, too, in the location. 

It is manifestly wrong to build a School House in the 
vicinity of a tavern, a drinking shop, a country grocery, 
the resort of idlers, or any manufacturing establishment, 
whose operations are offensive or injurious to health. 

Avoid, in fact, every spot where the exhalations, either 
natural or artificial, are offensive to the child. 

Attractiveness; however, is one of the most important 
points to be considered. 

Let those who iniagine surrounding circumstances have 
little weight iu the formation of character, reflect for a 
moment upon the difference in the impress upon the plas- 
tic mind of a child brought up in the Gin Lanes of 
London, or the recesses of the Five Points, and one nur- 
tured in the elm-embowered retreats of ISTew Haven, or 
the sylvan shades of Savannah. Independent of their 
moral training, the mere physical surroundings must exert 
a marked influence. 

Note the difference in the character, to say nothing of 
the physique, of the almost brutalized colliers of England, 
passing their lives in the gloom of deepest mines, and of 
the free-roving Switzer, impressedfrominfancy by scenery 
the most sublime,-— of the debased peasants inhabiting the 
marshy plains of Southern France, and the active-minded 
mountaineers of Calabria. 

It is not contended that mere natural features can make 
a, naan either good or bad ; that depends upon other cir- 
cumstances; but they unquestionably give a tone to the 
youthful character, which, if favorable, may be turned to 
advantage by the instructor, both of the mind and the 
heart. 

By all means, then, select the most attractive spot that 
can be obtained, for the location of a School House. Al- 



ATTRACTIVENESS OF LOCATION. 69 

ways prefer a wooded liiglit, commanding a fine prospect 
of tlie surrounding country. 

Let it stand back from tlie bustle of tne public road. 
See tliat there are as many shade trees as possible round 
about. If none, plant them before you commence your 
foundations. Every rural School House should have a 
grassjT- play-ground of an acre at least. Even in a willage 
this should never be less than half an acre. If the chil- 
dren, during play hours, are liable to be intruded upon by 
outsiders, or if temptations exist to draw them into asso- 
ciation with all sorts of characters in the public streets, 
their grounds should be surrounded by a high and substan- 
tial fence. 

In concluding this portion of the subject, we cannot do 
better than take to heart the teachings of one who has 
made it his study : 

"Pleasantness, or beauty of position, almost as much 
improves the tone of the mind, as healthfulness of location 
does that of the body ; and it is but another instance of the 
goodness of Providence, that that which is necessary and 
useful is also often agreeable and beautiful. The high, 
airy, and commanding site — be it for school, dwelling, or 
towm — is as attractive by its beauty as it is desirable for 
its salubrity ; and the buoyant vigor of body it confers is 
well calculated to enhance the enjoyment of its charms. 
Life is made up of innumerable incidents and events, some 
of them inconsiderable — apparently almost trivial — in their 
nature, but not therefore trivial in their consequences. 
Hence, the child who daily emerges from the valley, and 
mounts, gradually, higher and higher, to his place of 
study — each moment widening his horizon, and bringing 
nevf objects into view, and presenting new subjects for 
contemplation — will, probably, enter the School Room 
with higher spirit and better feeling, than he who 
plunges down, through gloom, damp, and mire, to his 
silent, secluded mind-prison, at the edge, it may be, of the 
brooding marsh." 

" It is time that the beautiful should be recognized as 



70 SCHOOL ARCHITECTURE. 

an element in education ; and if so, at what point may it 
be more easily or eiiectually commenced than in the selec- 
tion of the place for study ? Let it be remembered how 
many of the hours of plastic childhood are to be there 
passed, and how impossible it is for the most observant to 
fully detect and estimate the injurious effects of unpleasant 
outward objects and influences, upon the moral character. 
We obtain our ideas through our senses ; and if sight, the 
most important of them, be constantly exercised upon re- 
pulsive objects, or within a narrow scope, during the most 
impressible years of life, the ideas supplied through this 
medium must be of the same kind, and the mind take the 
same tinge and stint. So of abstract ideas and moral qual- 
ities ; we, of necessity as often as from choice, express them 
by the terms proper to physical objects, and thus measure 
and stamp them, as it were, bj^ the same means. But if 
the natural objects which we daily contemplate, and there- 
fore use for this higher purpose, be of mean and repulsive 
kind, is there not some danger that the intellectual and 
moral character, whose standard they thus become, may 
also be low, contracted, and grovelling ? Beauty, beyond 
all question, is a want of the human soul, and should be a 
part of that soul's training, in every department of human, 
culture." 

GRADING THE SCHOOLS. 

For a full exposition of this point, reference is made to 
the Commentaries on Section 17 of the School Law, in a 
former part of this work. 

It is sufficient here to say, that Trustees should see that 
their Schools are graded whenever the number of pupils, 
and the difference in their ages and attainments, will 
justify it. 

In constructing a House for a graded School, provision 
must of course be made for at least two departments — the 
Primary, and Intermediate or Grammar. In a growing 
neighborhood, the building, even when designed for a 
Primary School, should be so arranged as to permit, when 



STYLE OF BUILDING. 71 

necessity requires it, sucli modiiications as will adapt it 
also for an Intermediate School. 

The same is true where good policy calls for a graded 
School, but lack of means forbids it for the present. 

By bearing in mind the prospective wants of the School, 
considerable expense may be saved. The requisite modi- 
fications and additions may be made for a small fraction 
of the amount it would cost to remodel the whole building. 

THE STYLE OF BUILDING. 

By this is meant its Architecture — the plan of its front, 
rear, and sides — the number, size, and fashion, of its doors, 
windows, porticoes, columns, (if there be any,) the orna- 
mentation, and the ground plan and internal arrange- 
ments. 

The first point to consider, in this connection, are the 
dimensions. 

It is safe to declare that in six cases out of ten, School 
Houses, planned by inexperienced persons, are too small 
for the number of pupils they are to accommodate, and 
that this parsimony of space is the fruitful cause of disease 
in children. 

The evils resulting from this cause are so forcibly 
summed up by Prof. Mayhew, that we give his remarks 
in full, and earnestly invoke attention to his warnings : 

He premises with the declaration that a large majority 
of the School Houses in the Northern and Western States 
have been found, by actual measurement, to be about 
twenty by twentj^-four feet on the ground, and seven feet 
in hight. 

" They are," he says, "more frequently smaller than larger. 
School Houses of these dimensions have a capacity of 3,360 
cubic feet, and are usually occupied by at least forty-five 
scholars in the winter season. ISTot nnfrequently sixty or 
seventy, and occasionally more than a hundred scholars 
occupy a room of this size. 

"A simple arithmetical computation will abundantly sat- 



72 SCHOOL ARCHITECTURE. 

isfy any person wlio is acquainted witli the composition of 
the atmosphere, the inflnence of respiration upon its 
fitness to sustain animal life, and the quantity of air that 
enters the lungs at each inspiration, that a School Room 
of the preceding dimensions contains quite too little air to 
sustain the healthy respiration of even forty-five scholars 
three hours — the usual length of each session ; and fre- 
quently the School House is imperfectly ventilated between 
the sessions at noon, and sometimes for several days 
together. 

"Mark the following particulars: 1. The quantity of air 
breathed by forty-five persons in three hours, according to 
the data just given, is 3,375 cubic feet. 2. Air once respired 
will not sustain animal life. 3. The School Eoom was esti- 
mated to possess a capacity of 3,360 cubic feet — fifteen feet 
less than is necessary to sustain healthy respiration. 4. "Were ' 
forty-five persons, whose lungs possess the estimated capa- 
city, placed in an air-tight room of the preceding dimen- 
sions, and could they breathe pure air till it was all once 
respired, and then enter upon its second respiration, they 
would all die with the apoplexy before the expiration of a three 
hours' session. 

"From the nature of the case, these conditions cannot 
conveniently be fulfilled. But numerous instances of fear- 
ful approximation exist. We have no air-tight houses. 
But in our latitude, comfort requires that rooms which are 
to be occupied by children in the winter season, be made 
very close. The dimensions of rooms are, moreover, fre- 
quently narrowed, that the loarm breath may lessen the 
amount of fuel necessary to preserve a comfortable tem- 
perature. It is true, on the other hand, that the quantity 
of air which children breathe is somewhat less than I have 
estimated. But the derangement resulting from breathing 
impure air, in their case, is greater than in the case of 
adults, whose constitutions are matured, and who are lience 
less susceptible of injmy. It is also true, in many Schools, 
that the number occupying a room of the dimensions sup- 
posed is considerably greater than I have estimated. More- 



NECESSITY OF AMPLE SPACE. 73 

over, in many instances, a great proportion of tlie larger 
scholars will respire tlie estimated quantity of air. 

"Again, all the air in a room is not respired once before a 
portion of it is breathed the second, or even the third and 
fourth time. The atmosphere is not suddenly changed from 
purity to impurity — from a healthful to an infectious state. 
"Were it so, the change, being more perceptible, would be 
seen and felt too, and a remedy would be sought and ap- 
plied. But because the change is gradual, it is not the 
less fearful in its consequences. In a room occupied by 
forty five persons, the first minute, thirty-two thousand four 
hundred cubic inches of air impart their entire vitality to sustain 
animal life, and, mingling ivith the atmosphere of the room, pro- 
portionately deteriorate the ichole mass. Thus are abundantly 
sown in early life the fruitful seeds of disease and prema- 
ture death. 

"This detail shows conclusively sufficient cause for that 
uneasy, listless state of feeling which is so prevalent in 
crowded School Rooms. It explains why children that are 
amiable at home are mischievous in School, and'why those 
that are troublesome at home are frequently well-nigh 
uncontrollable in School. It discloses the true cause why so 
many Teachers, who are justly considered both pleasant and 
amiable in the ordinary domestic and social relations, are 
obnoxious in the School Room, being there habitually sour 
and fretful. The ever-active children are disqualified for 
study, and engage in mischief as their only alternative. On 
the other hand, the irritable Teacher, who can hardly look 
with complaisance upon good behavior, is disposed to mag- 
nify the most trilling departure from the rules of propriety. 
The scholars are continually becoming more ungovernable, 
and the Teacher more unfit to govern them. Week after 
week they become less and less attached to him, and he, 
in turn, becomes less interested in them. 

"This detail explains, also, whj so many children are 

unable to attend School at all, or become unwell so soon 

after commencing to attend, when their health is sufficient 

to engage in other pursuits. The number of scholars an- 

10 



74 SCHOOL ARCHITECTUEE. 

swering this description is greater than most persons are 
aware of." 

It is established by philosophical reasoning, supported 
by numerous experiments, that the principal room of the 
School House, and each such room where there are several 
departments, should be large enough to allow each occu- 
pant a suitable quantity of pure air, which is not less than 
one hundred and fifty cubic feet. 

This is a matter of easy calculation. Thus, if a School 
Room is designed for thirty scholars, it should contain four 
thousand five hundred cubic feet. It must therefore be 
thirty by twenty feet on the ground, and seven and a half 
feet high. If for fifty scholars, its capacity should be seven 
thousand five hundred cubic feet, or about thirty-six by 
thirty feet on the ground, b}^ seven feet in hight, and so 
on, for any greater number of pupils. These hights are 
merely given for illustration. The room should always be 
from ten to fourteen feet high. 

The size having deen determined, the next point to settle 
is the fashion, or outward style and ornamentation of the 
building. This must be left, in a great measure, to the 
good taste of the Trustees or Building Committees, assisted 
by an Architect or experienced builder. 

"Where this assistance cannot be conveniently obtained, 
it is good policy for the Trustees to invite citizens of the 
District, of acknowledged taste and cultivation, especially 
those interested in education, to furnish plans for the 
School House. 

From a number thus obtained, the best may be selected, 
or the merits of two or more may be combined. 

The subject admits of such amplification that it is impos- 
sible to give, within the limits of a work like this, a suffi- 
cient number of plates to illustrate it. The State Superin- 
tendent will, on application, be happy to furnish Building 
Committees with drawings illustrating the most tasteful 
and approved models for School Houses. 



APPURTENANCES TO SCHOOL HOUSES. 75 

GROUND PLANS AND INTERNAL ARRANGEMENTS. 

In arranging the plan of a Scliool House, provision 
should always be made for two entries or vestibules, one 
for boys and the other for girls, wherein to deposit their 
hats, coats, satchels, luncheon, etc. 

Each entry should be furnished with a scraper, mat, 
hooks, or shelves, basin, and towels. A separate entry 
thus furnished will prevent much confusion, rudeness, and 
impropriety, and promote the health, refinement, and 
orderly habits of the children. 

Allowance should also be made for closets for apparatus 
and books, passages among the desks sufficiently wide, 
and full space for classes at recitation. 

From the summing up of Mr. Burrowes, an able writer 
on School Architecture, we gather, that the best form for 
a School Room is a rectangle, whose length is one-fourth 
greater than its breadth, with the Teacher's desk at one 
end. This keeps the whole School in front, and in view 
of the Teacher, and gives ample space across the end, 
before his desk, for classes. 

In those sections of California where the winters are 
severe, every School House should have a cellar. This 
not only renders the floor drier, and the house more health- 
ful and comfortable, but saves the cost of a wood or coal 
house. 

The Teacher's desk shou.ld be movable, and on a raised 
platform of sixteen inches or two feet high, and four feet 
wide, extending entirely across one end of the room. 

This platform will also serve for declamation, black- 
board, and other similar exercises. 

A black-board, five feet in hight, commencing two feet 
from the floor, is indispensable. 

It should extend all around the room ; or, at the very 
least, across the ends of the room behind and facing the 
Teacher's desk. It is impossible for the Teacher to reach 
the full comprehension of his pupils without it. 



76 



SCHOOL ARCHITECTUEE. 



There should be wide doors to every School House, so 
as to give egress to the occupants in the shortest possible 
time, in case of emergency. A door composed of two 
parts or valves, opening outward, would effect this object. 

Every School Room should be so constructed that each 
scholar may pass to and from his seat without disturbing 
or in the least incommoding any other one. By this 
means, too, the Teacher may pass at all times to any part 
of the room, and approach each scholar in his seat, when- 
ever it may be desirable to do so for purposes of instruc- 
tion or otherwise. Such an arrangement is of the utmost 
importance, for without it, no Teacher can advantageously 
superintend the affairs of a whole School, and especially 
of a large one. In this connection, we give a number of 
ground plans, showing the proper internal arrangement 
of a School. 



PLA]S[ FOR UNGRADED OR PRIMARY SCHOOLS. 

ISTumber 1. This plan represents the ground floor of a 
School House, one storj^ high, twenty-three by thirty-four 
feet on the outside ; thirteen feet high in the clear of floor 
and ceiling, and pitch of roof five feet. It will accom- 
modate forty-eight pupils — two at each desk. 

No. 1. 



kxx'^syjt^s^'; 



ononofio ^M 

o 



□oaaoDoDKa 

nonononor|D 

LJoUoUoUcLJo 

' WoUmUo 
ummm\ 



.t\\\\V\\\\\\\';??a~ 



i^^^^^sn 




A — Lobby 6 feet square. 

B — Clothes room for girls, 6 by 7 feet. 

C — Clothes room for boys, same size. 
D D — Closets for books, etc. 

E — Fire place, or recess for stOTe. 
F F — Passages two feet wide. 



G G G — Passages 16 inches wide. 
H H — Seats for two pupils each. 
I — Space for classes at recitation. 
K— Platform 4 by 22 feet. 
L — Teacher's desk. t 

M M — Black-board. 



GROUND PLANS. 



77 



'No. 2. The following plan represents tlie ground floor 
of a building twenty-three by thirty-four feet, one story 
high, thirteen feet in the clear, and pitch of roof nine feet. 
It differs fi-om No. 1 in having an outside lobby, made at 
the entrance, which gives an additional room, appropriated 
for library and recitation : 



No. 2. 



'////////////^r 




jjg^^^^^^^gj^ 



„ SQaoQcDoDoDoa 



I 



aaoDSB 

aODOTcDoD 



[]o. 



\Y//y/jW////y/^//////Ai 



'X'/iwy//////A 



A — Lobby or outside porch, 5 by 6 feet. G — Teacher's desk, on a platform, 4 by 22 
B — Recitation or Teacher's room, 8 by 8 feet. feet, with black-board behind. 

C — Girls' clothes room, 6 by 8 feet. H H — Seats for two pupils. 

D — Boys' clothes room, 6 by 8 feet. L — Librarj'. 

P F — One a smoke flue, the other a ventilator, S — Passages or aisles, 
brought together in the loft, and 
tojiped out together. 



78 



SCHOOL ARCHITECTURE. 



No. 3. Plan of a School House for fifty-six scholars. 

No. 3. 




(Size, 30 by 40 feet. Scale, 10 feet to the inch.) 



D D D D— Doors. 

E E — Entries lighted over outer doors, 
one for the hoys and the other 
for girls. 
T — Teacher's platform and desk. 

E L — Koom for recitation, library and 
apparatus, which may be en- 
tered by a single door back of 
the Teacher's desk, as represent- 
ed in the plan, or by two, one 
on either side of the desk, as in 
the following plan. No. 4. 

S S — Stoves, with air tubes beneath and 
metal casing. 

K K — Aisles, four feet wide. The remain- 
ing aisles are each two feet wide. 

C V — Chimneys and Ventilators. 



1 1 — Recitation Seats. 

B B — Black-board, made by giving the wall 
a colored hard finish. 

G H — Seats and Desks, four feet in length. 
The seat and desk may be made 
together, as represented at X, in 
the following plan, or as in Plate 
No. 1, in article on school fur- 
niture. Instead of being per- 
manently fastened to the floor, 
they might be advantageously 
attached in front by a strap 
hinge, which will admit of their 
being turned forward while 
sweeping under and behind 
them. 



GEOUND PLANS. 



79 



No. 4. 




(The size of the Room is 36 bj' 54 feet. The scale of the cut, 12 feet to the inch. 



A — Entrance for hoys to High or Gram- 
mai' School on second floor. If 
there be no second floor, it may 
represent lobbj', or clothes room 
for boys of Primary and Inter- 
mediate or Primary and Gram- 
mar Departments, in which case, 
the other entrance, P, may be 
dispensed with. 

C — Entrance for girls to High or Gram- 
mar School. Same remarks ap- 
ply- 

P — Entrance and lobby for boys to the 
Primarj' and Intermediate De- 
partments. 

Q — Entrance and lobby for girls to the 
same. 



D D— Doors. 
W W "VV— Windows. 

T — Teacher's platform and desk. 
G H — Desk and seat for two scholars, a sec- 
tion of which is represented at 
X in the Primary Department, 
whereof a is the seat and 6 the 
desk, made together. 
1 1- — Recitation seats. 
B B— Black-boards. 

S S — Stoves in casing, with air tubes be- 
neath, 
c V — Chimneys and Ventilators. 
R — Room for recitation, -library and ap- 
paratus, and other purposes. 



80 SCHOOL ARCHITECTURE. 



PRIMARY AND INTERMEDIATE DEPARTMENT ON SAME FLOOR. 

]N"o. 4, Tlie preceding plan represents the manner of ar- 
ranging a graded School — the Primary and Intermediate 
Departments on the first floor. Provision is also made, as 
shown by the flight of stairs represented in the lobbies, A 
and C, for a Grammar School on the second floor. If only 
two grades are contemplated, the building need only be 
one story in hight, and then the plan will answer either 
for Primary and Intermediate, or Primary and Grammar 
Departments. 



ARRANGEMENT OF SEATS AND DESKS. 

The pupils should be faced toward a wall containing no 
windows, or if any, they should have close blinds or cur- 
tains. If possible, this should be the north wall. The 
Teacher's platform should be across the end, and not 
the side of the room. Seats and desks should be of dif- 
ferent hights, for the convenience of pupils of different 
ages and sizes. 

In such cases, the smaller seats for the younger pupils 
should be placed in front — nearest the Teacher's desk — 
that he may have them more under his eye and control. 

Seats and desks should never touch the wall, that the 
pupil near it may have the free use of his arm, and not 
come in contact with the damp, cold wall. 

The following plate represents a new mode of arranging 
seats and desks, intended to save floor space without the 
use of the double desk. It is the invention of Mr. "Wood- 
cock, of E"ew Hampshire, to whom a patent has been 
granted. It has the additional advantage of allowing 
more room for passages, and particularly for a wide middle 
passage and for outside passages along the walls. 

The dividing 'or partition board may either be used or 
not, as convenience shall direct : 



INTEENAL ARRANGEMENTS. 



81 




In his descriptive circular, Mr. Woodcock says : 
" By this new arrangement two rows of desks are com- 
bined together, with a separating partition between them ; 
or, with a standard at each end, the partition may be dis- 
pensed with. Two rows of desks, A A and C C, are shown, 
connected to each partition board, D. The Teacher's desk 
is represented at E ; B are the seats of the scholars at the 
desks ; a a are the desk standards. Each scholar's desk is 
arranged opposite the seat space of the opposite scholar, 
thus separating them and preventing playing and whisper- 
ing in school. 

"By this arrangement, as many scholars can be seated at 
11 



82 SCHOOL ARCHITECTURE. 

single as at double desks, and they will occupy no more 
iloor-room. 

" There is also, again, over single desks, as arranged in the 
common way in schools, by seating forty-eight scholars 
with these desks in the same space as thirty-six are com- 
monly seated. 

"The desks and chairs are arranged diagonally on the 
floor, so that no one scholar can see the face of another 
without one of the ;two being at right or left half-face. 
When the School has been called to procession, all can rise 
at once and step into files in the aisles without coming in 
contact with one another. Scholars are more directly 
under view of the Teacher, and can therefore be kept in 
better order." 

LIGHTING, HEATING AND VENTILATING. 

To secure the requisite light, the windows should be of 
sufiicient size and number on the south, east and west sides. 
There should be none on the north, which the children 
should face. 

By this means their eyes are relieved from the glare, and 
the light falls comfortably from behind, and from either 
side, upon their books. 

The windows, says Mr. Burrowes, should reach nearly 
to the ceiling, and need not descend as near the floor as in 
a dwelling house. 

Ventilation and light will thus be increased, and cur- 
rents of air across the persons of the pupils avoided. 
Besides, school windows are not so much to look out of, 
as to admit air and light. 

Ventilation. — They should always be so constructed 
with pulleys, as to allow the top sash to be lowered, as well 
as the under one to be raised. This is very important, 
especially in hot weather. 

By this means the heated air, which is lighter, and 
therefore rises, escapes from the higher opening, while the 
cool air from without, being heavier, enters, to take its 



VENTILATION. 83 

place, tlirougli the lower aperture. A constant current of 
air is thus produced, which must greatly contribute to the 
comfort of the children in hot weather. 

The average hight of the ceiling from the floor should 
be twelve feet — of the windows not less than six feet — 
seven or eight feet would be better, by at least three feet 
in breadth. 

Experience has established that the best plan is to fix 
the window-sill four feet from the floor, allow a medium 
hight of seven feet to the window, leaving one foot above 
to the ceiling. 

To REGULATE THE QUANTITY OE LIGHT, there should always 
be blinds, if obtainable, or curtains of suitable material, 
to shield the pupils from the direct rays of the sun enter- 
ing from the east during the morning, and from the west 
in the afternoon. 

As an additional precaution to ensure ventjlation, Mr. 
Burrowes recommends an opening in the ceiling, in a one 
story School House. This aperture should not be less than 
three feet square, in a room twenty-five by thirty feet ; and 
it should have a cover or valve to it, so arranged, by means 
of hinges and a pulley, as to admit of being opened and 
closed at pleasure from the floor of the room. This aper- 
ture ought always to be kept open in mild weather, and 
will be found an efficient means of rapidly cooling the 
room in cold weather, when it may be unadvisable to open 
the windows. 

Heating School Rooms. — The proper heating of a School" 
Room is a matter of much importance. It is indispensable 
to order, to study, and to health. On this subject we 
quote freely from Mr. Burrowes' elaborate work. 

The chief objects to be effected are, the generation of a 
sufficient degree of heat, its equal diffusion throughout the 
whole room, and its uniform continuance during the hours 
of study. The experience of practical teachers, sanctioned 
by the opinion of physicians, has settled, that the proper 
temperature of a School Room, is from sixty-five to seventy 
11* 



84 SCHOOL ARCHITECTUKE. 

degrees of lieat, according to Fahrenheit's scale. Any 
degree materially short of this, renders the pupils nncom- 
fortable and nneasy, and is therefore incompatible with 
study and order, while too great a degree of heat is equally 
disturbing and injurious. It stimulates and over-excites the 
pupil, thus producing impatience, inattention and disorder, 
while the inevitable relaxation which follows, exposes the 
system to cold and other diseases. 

But it is not enough that a proper temperature shall be 
found in a certain part of the room. It must be equal 
throughout the whole chamber, or the injustice will be 
committed of having a portion of the pupils — say one- 
third — comfortably warm and successfully pursuing their 
studies, while an equal portion are almost roasting and 
fidgeting near the stove, and the remainder, chilled in body 
and torpid in mind, at the frigid ends of the apartment. 
Neither uniformity of efibrt, or of progress, nor proper 
order can be expected under such circumstances. 

Equality of temperature is then also requisite. The 
utmost care should be taken to keep up an even tempera- 
ture throughout the School session. JSTo thing so tries the 
youthful system as fitful alternations from a roaring fire to 
dying embers. The only way to prevent this is to have 
a thermometer in the School House, conveniently located 
for the inspection of the Teacher. This he should occa- 
sionally inspect, and regulate the supply of fuel, or open 
the ventilating valves in the ceiling, accordingly. In heat- 
ing a School House, we premise, that an open fire-place is 
'out of the question. It can never produce uniformity of 
heat, and besides consumes more fuel than the stove. 

An improved stove is probably the only appliance likely 
to be used in the present condition of our school finances. 
It should always be located, as nearly as possible, in the 
center of the room, that the opposite extremities may 
receive an equal degree of heat. 

Those portions of the room immediately around the 
stove, must necessarily be hotter, and too uncomfortable" 
for occupation by the pupils. The best remedy for this is 
a number of movable screens. 



VENTILATION. n 85 

But by far the best arrangement we liave been able to 
find, is that described at length by Mr. Burrowes : 

"When a stove stands uninclosed in a room, and with- 
out any direct connection with the outer atmosphere, there 
is a constant current of air towards it from every side of 
the apartment, both to supply the draft of combustion 
within the fire-chamber, and to seek contact with the outer 
surface of the hot plates, and then pass upward in a heated 
and consequently more rarified condition. This current, 
which is not at all impeded by the ordinary movable 
screens, owing to their being open below and at the sides, 
enters the apartment at the bottom of the doors and win- 
dows, and through the ^chinks and openings in the floor 
and washboard, passes most strongly close along the floor, 
where the air is coldest and densest, and thus comes in 
direct contact with the feet and ankles of the occupants. 
This efiect is extremely unpleasant, at the same time that 
it is most injurious to health. Children, especially in the 
country, often enter school with damp feet, and exposure 
to this cold current of air, in a state of inaction for hours 
together, is the sure but unsuspected cause of many a 
severe cold and hard cough. The object, therefore, should 
be to prevent this chilling and unwholesome draft, and 
supercede it with an equal supply of pure warm air, so 
introduced as to incommode no one, and cause the space 
in the immediate vicinitj' of the stove to be as comfortable 
and eligible as any other part of the room. This can 
readily be efibcted in the following simple manner : 

"A circular hole is cut in the floor, under the stove, of 
from eight to twelve inches in diameter. This aperture is 
then connected with the pure outward air, by means of a 
trunk or flue in the cellar, of equal size, and extending 
from it to one of the openings in the cellar wall, in the 
manner indicated in the plate accompanying. 

"The stove is then placed over the aperture, and a close 
cifcular tin case or inclosure is put all around, and six or 
eight inches from the stove, and firmly fastened to the 
floor. This case is to extend about six inches above the 
top of the stove, but is to have no open space between it 



86 



SCHOOL AECHITECTURE. 



and the floor: — in ejffect it is to be an enlarged continuation 
of the trunk or flue in the cellar. 

"The kind of stove most suitable for this purpose, is 
what is known as the 'bar-room stove;' that is, one of 
an upright conical form — small in diameter, so as to occupy 
the least practicable space on the floor, and high, so as to 
keep the upward current of air as long as possible within 
the case, and in contact with the stove. In the aperture 
beneath the stove, a sliding grate or register should be 
inserted, not only to prevent pieces of coal, dust, etc. from 
falling into the flue, but to close ofi" the draft entirely 
whenever desirable. The tin case should have a hinged 
and latched door, at least two feet wide, and extending 
from the floor to the top of the stove-door, to admit fuel 
and aiFord ready access to the ash-drawer ; and it should 
be so fastened to the floor as to be easily removable, with 
the stove, in summer, at which time the sliding grate or 
register will close the aperture, and thus present no impedi- 
ment to the free use of the place where the stove stood. 




A — Stove. 

B — Case or Screen, fast to the floor. 

C — Smoke-pipe. 

D — Cold air pipe. 



E — Lower valve in ventiduct. 
F— Upper valve in ventiduct. 
G — Ejecting ventilator. 



• VENTILATION. 87 

"The operation of tliis simple arrangement can be 
readily understood. The pure, cold, outer air rushes into 
the chamber around the stove, through the flue in the 
cellar, to fill the vacuum caused by the heating and rising 
of the air previously there. This, in its turn, is heated, 
rarefied and rises, and is in the same way succeeded by 
other portions of outer air. A constant stream of heated 
air into the room is thus established and kept up. This 
pure rarefied air, on entering the apartment, rises at once 
toward the ceiling, and, as it is increased in quantity by 
a continued supply, gradually fills first the higher and then 
the lower portions of the room, until it entirely expels, 
through the valve at the floor, and any other openings which 
may exist, the dense cold air previously in the room. But 
the process does not cease when the whole volume of the 
air previously in the room is excluded. It still continues ; — 
the newl}'' arrived warmer and purer air always taking the 
highest position in the room, and forcing out, below, the 
lower and colder portion of that already introduced, being 
also that which it is most desirable to get rid of, for the 
reason that it has become the most impure by passing 
through the lungs of the occupants of the room. 

" The advantages of this plan are : 1. The close and high 
case around the stove, (which should always be of tin, 
as that bright white metal does not radiate heat like 
sheet-iron,) effectually protects the pupils seated near the 
stove, from any undue degree of heat. 2. It cuts off" those 
chilling and injurious currents of cold air, already spoken 
of along the floor toward the stove. 3. It supplies the 
draft of air for combustion from the cold outer air, and not 
from the warm air in the room, thus, to some extent, econ- 
omizing heat. 4. It introduces a constant and full supply 
of pure air from without, which becomes moderately heated 
as it enters, and soon renders the whole room comfortably 
warm in every part. 

" To complete this arrangement, and render it perfectly 
effectual and healthful, there should always be a ventilating 
flue, of sufficient capacity, placed at the furthest possible 



■00 SCHOOL AKCHITECTUKE. 

point from tlie stove, and capped with a proper ejecting 
apparatus. And this ventiduct sliould have two valves or 
openings, one close to the floor, which need scarcely ever 
be closed, and the other close to the ceiling, so arranged 
as to be opened and closed at pleasure. Through the lower 
valve, the cold, dense, and often impure air near the floor, 
will be forced out of the room by the downward pressure 
of the lighter and more rarefled air above. The upper 
valve is to be used when the room becomes too warm in 
winter, or for general ventilation in summer, and on other 
proper occasions. It should always, however, be kept 
closed in the morning while the fire is kindling, and until 
the room shall have become thoroughly warm. If kept 
open during this time, the escape of the warm air out of the 
upper valve will be nearly equal to the entry of warm air 
around the stove, and therefore little progress can be made 
in heating the room. 

" An additional advantage of this plan consists in the 
fact that the stove may be placed at any desirable point in 
the room, so that it be only distant from the ventilating 
flue. This arises from the circumstance, that no reliance 
whatever is placed on the direct radiation of heat from the 
stove, for the heating of the room. The process being 
simply that of the diffusion of warm air, one position for 
the stove is almost as effective as another ; — warm air as 
readily diffusing itself throughout an apartment from one 
point as from any other. Hence no embarrassment need 
grow out of the question of selecting a position for the 
stove. 

" The entire cost of the extra work and fixtures required 
for this arrangement, and which the ordinary mechanics of 
any neighborhood can supply, should not be more than 
thirty dollars. This would include the cold air shaft in the 
cellar, which may be of rough boards, so that it is tight 
and smooth in the inside ; the register ; and the tin case. 
Neither the stove nor the ventilating flue are included ; — a 
stove of some kind there must be in every School ; and no 
School House, no matter how heated, should be without 
the ventilating flue and valves." 



SCHOOL FURNITURE. .89 

SCHOOL FURNITURE. 

It may be thought by some that any remarks on this 
subject by the State Superintendent, are unnecessary — that 
any one of common sense can plan and construct the few 
articles of furniture needed in a School Room. 

Common sense, it is true, will do much, but common 
sense aided by the combined experience of a host of ob- 
serving Teachers, and the recommendations of medical 
men who have studied the subject in its bearing upon 
health, will do a vast deal more. In some of the large 
Eastern cities there are establishments specially devoted 
to the planning and construction of the most approved 
School furniture. 

The State Superintendent has before him nearly two 
hundred handsomely executed plates from such an estab- 
lishment, showing the improvements experience and study 
have made in this style of furniture. 

Copies of some of these plates, showing the best form of 
desks, seats, etc., most suitable for, or most likely to be 
adopted in California, are appended. 

The cheapest furniture is not always the most econom- 
ical. A desk of rough deal boards is much more likely 
to be cut and defaced, than one of handsome finish. In 
support of this, Mr. Burrowes mentions a School that had 
been supplied with desks and seats of a sufficiently appro- 
priate form, but composed of roughly put together and 
unpainted pine boards. The tops of the desks and seats 
were so cut with knives, furrowed with slate pencils and 
discolored with ink, that it was found necessary to have 
them planed off every year, and to renew the tops at the 
end of about four years, in order to keep them in anything 
like a decent state. Improved furniture, properly con- 
structed and handsomely painted and varnished, was placed 
in the same School ; and now, at the end of five years, 
there is not a scratch or mark on any part of it, except 
such as are owing to the unavoidable wear of daily usage. 
This furniture, in the first instance, cost about twice as 



90 SCHOOL auchitecture. 

mucli as tliat wliich it superceded ; but tlie saving already, 
in tlie item of repairs, has nearly paid tlie difference. But 
while neatness, and even elegance, are highly desirable, a 
proper construction is indispensable. "Who does not re- 
member the torments he endured at some period in his 
early youth from the utter unfitness of School furniture — 
the rough seat without a back — so high that his feet dan- 
gled in the air — the desk so steep that he had to hold his 
slate or copy-book with one hand, while he wrote upon it 
with the other. 

Experience has done away with all such barbarities, and 
the aim now is to make the youngster as comfortable in 
the School House as by the fireside. Three hours confine- 
ment in the same position is hard enough upon the frame 
of a child, even when the utmost care is taken to make him 
easy. How can he study with advantage when his atten- 
tion is distracted by pain and lassitude, occasioned by the 
improper construction of his seat and desk ? 

Let us profit by our own early experience, and give the 
young ones the benefit of it. 

Seats and Desks. — The experience of all well conducted 
Schools has established: 1st. That every pupil, whether 
old or young, should have a desk as well as a seat ; 2d. 
That both should be made as comfortable and as well 
adapted to their object as possible ; 3d. That the seats and 
desks should be so arranged as to permit each pupil to pass 
to and from his own without disturbing any other in so 
doing; and 4th. That the more neatly and substantially 
seats and desks are made at first, the longer they will last, 
and the greater will be the saving to the District in the 
end." 

The seat, in the first place, should always have a back. 
It should be of such a hight that the feet may rest firmly 
on the ground, and should be slightly higher before than 
behind. Hence, all the seats in a School Room should not 
necessarily be of the same hight, but allowance should be 
made for the difierent sizes of the pupils. A seat for a 
child of twelve years of age, is too high for one of seven 
or eight. 



RELATIVE SIZES OF SEATS AND DESKS. 



91 



The desk, too, should be of such a hight as to allow 
the arms to rest comfortably upon it in writing. At the 
same time, care should be taken that it be not so low as to 
force a contraction of the chest, and an unnecessary stoop- 
ing in the shoulders. It should incline gently from the 
rear to the front, with hollow spaces on top for pens, pen- 
cils, etc., and room beneath for books, slates and copy 
books. 



following 



Kelative Sizes of Seats and Desks. — The 
table is said to show pretty accurately, the proportion which 
should exist between the hights of seats and desks for the 
various sizes of pupils ; the corresponding width and 
length of the desks ; and the proper distances between 
desks of the same size in the same row, so as to admit the 
chair between them. 



Hight of Seat. 



Higlit of 
front of Desk. 



Width of Desk. 



Length of Desk Chair space 

per Pupil. between Desks 



10 inches. 21 inches. 12 inches. IT inches. 20 inches. 

12 " 23 " 13 " 19 " 22 " 

14 " 25 " 14 " 21 " 24 " 

16 " 27 " 15 " 22 " 26 " 



The following cuts represent some of the most approved 
patterns for desks and seats. "With the exception of ISTo. 1, 

mi 




92 



SCHOOL ARCHITECTURE. 



thej are taken from the specimen circular of Mr. Ross, 
tlie proprietor of an extensive depot of improved School 
furniture in Boston and ISTew York. Similar articles can 
be manufactured by any cabinet-maker, or skillful carpen- 
ter, in California. 

JSTo. 1 represents a seat and desk for two pupils, con- 
structed together. This may be made at very small cost. 

The absence of front supports to the desks, gives the 
advantage of not interfering with the free movement of 
the pupils' legs. The cross-piece connecting the legs of 
the seat must, of course, be firmly screwed, or clamped to 
the floor, or, better still, only the front legs of the seat 
may be fastened securely by a hinge, thus permitting the 
whole to be turned back when sweeping under, or beneath. 

The desk is of course hollow, and open in front, with 
two compartments, one for the books, slate, etc. of each 
pupil. 




Kg 2 represents Ross' Primary School single Desk and 
Chair. The standard of the chair is of iron, screwed to 
the floor, or it may be made of the hardest wood obtaina- 
ble. The objection to the ordinary chair, with legs, is 
that it can be moved out of place so easily. Even it, how- 
ever, especially if means are adopted to fix the legs im- 
movably to the floor, is preferable to the hard, old-fash- 
ioned bench. 

The desk represented in the cut, is also intended to be 
screwed to the floor. 



PATTERNS FOR DESKS AND SEATS. 93 

N?3 




^0. 3 represents Ross' Primary School double Desk and 
Chairs. 

Ni4- 




^o. 4 represents Ross' Intermediate or Grammar School 
double Desk and Chairs. 



N9 5 




94 



SCHOOL ARCHITECTURE. 



ISTo. 5 represents anotlier form of same. 
N?6 




'No. 6 represents Ross' Intermediate or Grammar School 



single Desk and Chair. 



WS7 




No. 7 represents Ross' Intermediate or G-rammar School 
double Desk and Chairs, adopted in the i^ational School 
of New York. 



N?8 




BLACK-BOAKDS. 95 

Ko. 8 represents a handsome pattern for an Intermediate 
or Grammar Scliool single Desk and Chair, All the 
standards represented as ornamented, as in figures 7 and 8, 
are of iron, and are firmly clamped to the floor. 

Some hard wood, capable of a fine finish, may be sub- 
stituted for iron. Every desk, should have on top, a place 
let in for an inkstand or well. 

This will prevent the annoyance, arising from the con- 
stant upsetting of the movable inkstand. 

There should also be a concave receptacle, in the rear of 
the top, for pens, pencils, etc. 

A convenient variation upon the ordinary form of desk, 
is a perpendicular slit, the width of and parallel to the back 
of the desk, in which to slide the slate when not in use. 
It need be but a trifle broader than the frame of the slate. 

Black-boaeds. — J^o School Room is complete without 
the black-board. It is impossible for a Teacher to impart 
his knowledge to advantage without it, and the greater its 
extent the better. 

It ought to be put up all around the room, but at least, 
across the end of the room behind the Teacher's platform. 

It should commence about two feet from the floor, and 
extend about five feet up. 

It is usually constructed of smoothly shaven plank, 
painted black; but many improvements have been made 
on this. 

A paper surface for a black-board, may be cheaply pre- 
pared, by pasting strong wall-paper smoothly on the wall, 
then sizing it, so as to prevent the paint from sinking into 
the paper, and aftervs^ard giving it a couple of coats of 
black oil paint, with a small mixture of emery to give it a 
grit or hold on the crayon, and enough varnish to cause it 
to dry rapidly. 

In the preceding remarks, the State Superintendent has 
adopted many of the suggestions, and otherwise made free 
use of the excellent work of Mr. Burrowes on School 
Architecture — a work which every Board of Trustees 
should by all means consult, before they undertake to 
build or furnish a School House. 



TEXT -BOOKS 



USED IN THE PUBLIC SCHOOLS, 



Tlie State Superintendent addressed a circular to all the 
Teachers and a number of intelligent gentlemen otherwise 
interested in the cause of education throughout the State, 
requesting them to furnish the titles of such text-hooks, as, 
in their judgment, were best adapted to facilitate the ac- 
quisition of useful knowledge by the children of the State. 
In reply, he received a large number of communications. 
The recommendations were almost as numerous and as 
varied as the text-books themselves. Upon the excellence 
of certain works, however, a majority seemed to concur. 

The result shows a most lamentable want of uniformity 
in the books used in our Public Schools, and proves, 
moreover, that many Teachers are wasting their time in 
endeavoring to impart knowledge from books, either obso- 
lete or entirely behind the age. Some of the Teachers 
would seem to favor certain text-books, because they them- 
selves had studied them, ten, fifteen or twenty years ago. 
They have, apparently, had no opportunity to examine the 
vast improvements that have been made within the last 
five years. These improvements have wrought as great a 
change in the labor of teaching, as the cotton gin, or the 
spinning jenny, in manufactures; and it would be about 
as wise, for the modern Teacher to disregard or reject the 
former, as for the planter to return to hand picking, or the 
manufacturer to the primitive spinning-wheel. 

The State Superintendent has collated the recommenda- 
tions he has received — has examined and compared all 



TEXT-BOOKS. 97 

tlie editions of Scliool Books lie could obtain, wliicli in- 
clude most of those recommended, and all to be found 
in the State — and, as the result of his investigations, re- 
commends for use in the Public Schools, the following 
list of 

TEXT-BOOKS. 

Orthography. — Sargent's School Charts; Sargent's 
Smaller Primer; Sargent's Smaller Speller. 

Reading. — Sargent's Standard Readers — five books. 
They are by far the best published. 

Writing. — Knapp and Rightmyer's Original Primary 
Copy-Books, in seventeen numbers. 

GrEOGRAPHY. — Coltou's Geographical Charts; Cornell's 
Primary, for beginners; Warren's Intermediate, for ad- 
vanced pupils; Warren's Physical, for Grrammar and High 
Schools. — They contain the requisite maps, and are great 
improvements. — Mitchell's Ancient Geography. 

Grammar. — Greene's Introduction ; Greene's Elements ; 
Greene's Analysis, for beginners, for moderately advanced, 
and advanced pupils, respectively. 

Arithmetic. — Thomson's Mental; Thomson's Slate and 
Black-board Exercises; Colburn's Intellectual; Thom- 
son's Practical; Thomson's Higher. 

History. — Lossing's Primary United States ; Lossing's 
Pictorial History of the United States — excellent works, 
handsomely printed and illustrated. Parley's Common 
School History. 

Chemistry, — Porter's — by far the best. 

Natural Philosophy. — Parker's First Lessons ; Parker's 
Revised Edition, for advanced pupils — unhesitatingly re- 
commended. 

Astronomy. — Mattison's Primary Astronomy; Matti- 
son's High School Astronomy. 

Physiology. — Hooker's. 

Botany. — Green's and Congdon's, for beginners. 

Book-keeping. — Marsh's. 

Drawing. — Otis' Lessons. 
12 



98 TEXT-BOOKS. 

Algebra.— Davies' Elements for Beginners: Davies' 



&' 



Bourdon, for advanced pupils. 

Geometry. — Davies' Legendre. 

Mathematics. — Davies' Plain and Spherical Trigonome- 
try; Davies' Mensuration; Davies' Surveying. 

Geology. — Hitchcock's or Loomis'. 

Natural History. — Smellie's Philosophy of I^Tatural 
History. 

Latin Language. — Andrews & Stoddard's Latin Gram- 
mar; Andrews' Latin Lessons ; Andrews' Latin Exercises ; 
Andrews' Latin Reader ; Arnold's First and Second Books ; 
Arnold's Latin Prose Composition. 

It is not, of course, expected that all these branches can 
he taught in our Public Schools. In those most advanced, 
however, some one or more of the higher studies ma}^ be 
pursued, and hence the best text-book for each is recom- 
mended. 

COURSE OF STUDY. 

For the benefit of Teachers throughout the State, the 
course of study pursued in the San Francisco Schools is 
here given. 

These Schools have reached a high state of efficiency. 
Their course of study is the result of many years' experi- 
ence, and is sanctioned by many of the most accomplished 
Teachers in the country. 

It commends itself, therefore, as of more than ordinary 
authority. 

primary department. 

Third Class. — -Reading and spelling — use Sargent's small Primer, 
witli Sargent's School Charts. Lessons in counting, with the Abacus. 
Familiar conversation about objects placed before the class. 

Second Glass. — Reading and spelling — use Sargent's Standard 
First Reader, with School Charts. Addition tables, with the Abacus. 
Object teaching continued. 

First 67as.s.— Reading and spelling — use Sargent's First Reader, 
and commence Sargent's Second Reader. Addition and multiplica- 
tion tables, with the Abacus — use Emerson's x\rithmetic, first part. 
Object teaching continued, with lessons upon Geographical Charts. 



COURSE OP STUDY. 99 

General Exercises — Singing and Calisthenics before or after eacli 
recess, or both. Conversations upon common things, especially 
directed to the development of thought. Exercises in drawing, 
printing letters, &c., upon the black-board and slates. 

Especial care is to be taken in correcting pronunciation and con- 
versation. 

intermediate department. 
Third Class — 

Reading. — Use Sargent's Second Reader. 

jSjuUing. — Use Sargent's Smaller Speller. 

Aritlimetic. — Use Thomson's Mental, (oral.) 
Second Class — 

Reading. — Use Sargent's Second Reader. 

Spelling. — Use Sargent's Smaller Speller. 

Aritlimetic. — Commence Colburn's First Part, and complete 
Thomson's Mental Arithmetic. 

First Class — 

Reading. — Sargent's Third Reader, (begun.) 

Spelling. — Sargent's Standard Speller, (begun.) 

Aritlimetic. — Complete Colburn's First Part, with Thomson's 
Slate and Black-board Exercises. 

Geography. — Cornell's Primary completed, with Outline Maps and 
Map Drawings. 

Grammar. — Glreene's Introductory, part first. 

History. — Parley's United States. 

The last two studies to be taught the first class in Arithmetic. 
Instruction in History to be by conversation with the class upon the 
text read. 

General Exercises. — Singing and Calisthenics at least twice each 
morning and afternoon session. Conversations upon familiar science. 
Concert exercises in vocal elements and the tables, with drawing 
lessons and exercises upon the black-board. 

Writing. — Fulton & Eastman's System of Movements, &c., with 
Nos. 1, 2, 3 and 4 of Payson & Dunton's. 

grammar department. 
Third Class — 

Reading. — Sargent's Third Reader completed. 
Spelling. — Sargent's Standard Speller commenced. 
Arithmetic. — Colburn's Intellectual to 69th page, with Thonison's 
Practical commenced. 

Geography. — Cornell's Intermediate commenced. 
Grammar. — Grreene's Intermediate, second part, completed. 
12* 



100 TEXT-BOOKS. 

Second Class — 

Reading. — Sargent's Fourtli Reader commenced. 

Spelling. — Sargent's Standard Speller continued. 

Arithmetic. — Colbnrn's Intellectual reviewed, with Thomson's 
Practical to Interest. 

Geogra'phy . — Cornell's Intermediate continued. 

Grammar. — Creene's Elements commenced. 

History. — Goodrich's United States, to the Revolution. 
First Class — 

Reading. — Sargent's Fourth Reader completed. 

Spelling. — Sargent\s Standard Speller. 

Arithmetic. — Colburn's Intellectual completed, and Thomson's 
Practical completed. 

Geography. — Cornell's Intermediate completed. 

Grammar. — G-reene's Elements completed. 

History. — Goodrich's United States completed. 

English composition for first class in Grammar, three times each 
week. 

Writing. — Fulton & Eastman's System, with Nos. 5^ 6, 7, 8 and 
9, of Payson & Dunton's. 

Book-keeping. — Elementary principles in connection with writing. 

Draioing. — For all, two lessons each week. 

Vocal Music. — For all, two lessons each week. 

Declamation. — On Fridays — optional with the Teacher. 

General Exercises. — Moral lessons — (use Cowdry's Moral Lessons 
as a text-book for the Teacher.) Singing, Lectures on Natural Sci- 
ence, the Mechanic Arts, &c., to occupy at least one-quarter of an 
hour each day. Singing, twice each day. 

MANNER OF CONDUCTING RECITATIONS. 

In Ms Common School Jom^nal, vol. ix, Horace Mann 
alludes to several very objectionable methods of conducting 
recitations, then much in vogue, and after pointing out 
their defects, recommends the following as the latest, and 
altogether the best method yet discovered. 

" It is, to ask the question generally, to the whole class, 
without giving the slightest indication, either by look, ges- 
ture, or position, who will be called upon to answer ; or on 
what portion of the class the duty of answering will fall. 
This idea is very important. If the Teacher, by position or 



CONDUCTINa A RECITATION. 101 

motion, gives any clue either as to the person or the neigh- 
borhood where his question will ultimately be fastened; or 
if, from day to day, or from lesson to lesson, he has an 
order of proceeding which may be discovered, he fails to 
comply with one of the essential conditions of this method, 
and defeats the plans he should practice. So, too, if the 
scholars adopt the belief that they can recognize a fixed 
rule lying underneath varying circumstances, they will soon 
begin to practice the art of divination. "What we insist 
upon is, that, after a question is put, and until the indi- 
vidual is named whose duty it is to announce the answer, 
it should be as uncertain who that individual will be, as it 
is during a thunder shower where the lightning will strike 
the next time. In the former case, as in the latter, abso- 
lute uncertainty snould reign over the event, until it comes ; 
and when it comes, Franklin himself should not be able to 
invent a conductor that will turn it aside. 

" After the question is propounded, let a sufiicient time 
elapse, in entire silence and without motion, for each pupil 
in the class, or for all the pupils of ordinary intellect in 
the class, to prepare mentally the answer which he would 
give should it be his fortune to be called upon. ISTo show 
of hands or other signal should be allowed, save that signal 
which no mortal power can suppress — the illumination of 
the countenance, when a new truth, like a new sun, is 
created in the soul. The Teacher must exercise his discre- 
tion as to the proper time for waiting. He must be gov- 
erned by a rule made up of two elements, — the difficulty 
of the question and the capacity of the class. A proper 
time having passed, let the hitherto unknown pupil, who 
is to announce the answer, be now made known. If the 
answer be correct, another question will follow. But, if 
the answer should be incorrect, or if the one called upon 
should make no reply, let another be named. Here is no 
occasion for waiting again. Should an erroneous answer, 
or no answer be received from the second, let a third be 
called upon. Should the third fail, perhaps this will be as 
far as it will be expedient to proceed in this method. Let 



102 TEXT-BOOKS. 

the question be then thrown open to the whole class ; and, 
if it has been framed with judgment, some one in the 
class, in forty-nine cases out of fifty, will be able to answer 
it. Should it often happen that no one in the class is able 
to answer the question put, it will prove the Teacher to 
have been in fault ; for it will show that he has misappre- 
hended the capacity of the class. Another question will 
then be given, and so on until the recitation is finished. 

"jSTow, is it not clear that the method last described tends 
to secure, and, if conducted with ordinary skill, will secure 
the attention of the whole class ? Each mind will act upon 
each question. In a class of twenty, twenty minds will be 
at work. But according to the method first described, the 
intent, unwavering attention of not more than one in a 
class of twenty can be relied on. As a mere means of 
acquisition, then, to say nothing of intellectual habits, 
the latter method is nineteen times better than the former. 
We verily believe that, if a change only in this one particular 
could be introduced into all the schools, it would forth- 
with give them four-fold efiiciency, as a means of improve- 
ment. 

" The above views do not apply with equal force to all 
studies. There are some branches, where other means of 
securing the action of each mind may be resorted to. In 
arithmetic, for instance, different questions may be assigned 
to different members of the class, to be wrought out simul- 
taneously. But we need not go into detail. Every com- 
petent Teacher, in applying a general rule to a variety or 
a diversity of circumstances, will be able to make the 
proper allowances and modifications." 



®l)0ugl)t-0priHg0. 



It is made tlie duty of the Superintendent of Public In- 
struction, "by all proper means in his power, to dissemi- 
nate intelligence among the people in relation to the 
method and value of education." As one means, he has, 
after careful study, culled from the voluminous writings of 
distinguished friends of learning, and earnest advocates of 
the system of Public Schools, the following forcible, apt 
and oftentimes eloquent extracts. All School Officers in 
California, Teachers and parents, are earnestly solicited, not 
simply to read, but to ponder them. They are eminently 
suggestive — in very truth, " Springs of Thought." They 
come mth high authority, and if allowed their due weight, 
must produce profitable results. The State Superintend- 
ent would particularly recommend, to those in charge of 
the youth of California, a careful study of the excellent 
work of Prof. Ira Mayhew on Popular Education, and the 
able writings of Horace Mann. Their excellence may be 
inferred from the many valuable suggestions and noble 
sentiments extracted from them. 



A Sentiment for School Trustees. — "I promised God that I would look 
upon every Prussian peasant child as a being who could complain of me be- 
fore God, if I did not provide for him the best education, as a man and a 
Christian, which it was possible for me to provide." — -School-Counsellor 

DiNTEE. 



Obligation of Parents to Society. — " A parent who sends his son into the 
world uneducated, does a great injury to mankind as well as to his own 
family, for he defrauds the community of a useful citizen, and bequeathes to it 
a nuisance." — Kent. 



A Forcible Truth Forcibly Put. — " The mobs, the riots, the burnings, the 



104 THOUGHT-SPEINGS. 

lynchings perpetrated by the men of the present day, are perpetrated because 
of their vicious or defective education when children. We see and feel the 
havoc and the ravage of their tiger passions now, when they are full grown, 
but it was years ago when they were whelped and suckled." — Kent. 



" The right to Hang includes the right to Educate." — Macaulay. 



Obligation to Educate the Poor. — "Wherever there are poor who want 
to be maintained by charity, there must be poor children who, besides this, 
want to be educated by charity ; and whenever there began to be need of legal 
provisions for the maintenance of the poor, there must immediately have been 
need also of some particular legal provision in behalf of poor children for 
their education, this not being included in what we call their maintenance." — 
Bishop Butler. 



Striking Thought. — " If poor children are not trained up in the way they 
should go, they will certainly be trained up in the way they should not go, 
and, in all probability, will persevere in it, and become miserable themselves 
and mischievous to society, which, in event, is worse, upon account of both, 
than if they had been exposed to perish in their infancy." — Bishop Butler. 



Elevate the Masses. — " The plan of this nation was not, and is not, to see 
how many individuals we can raise up, who shall be distinguished, but to see 
how high, by Free Schools and Free Institutions, we can raise the great mass 
of population." — Rev. John Todd. 



Education of a Threefold Character. — " Education is the proper training 
of the whole man — the thorough and symmetrical cultivation of all his noble 
faculties. If he were endowed with a mere physical nature he would need — 
he would receive — none but a physical training. On the other hand, if he 
were a purely intellectual being, intellectual culture would comprehend all 
that could be included in a perfect education. And were it possible for a 
moral being to exist without either body or intellect, there would be nothing 
but the heart or affections to educate. But man is a complex and not a sim- 
ple being. He is neither all body, nor all mind, nor all heart. In popular 
language, he has three natures, a corporeal, a rational and a moral. These 
three, mysteriously united, are essential to constitute a perfect man; and as 
they all begin to expand in very early childhood, the province of education is 
to watch and assist, and shape the development ; to train and strengthen, and 
discipline neither of them alone, but each according to its intrinsic and rela- 
tive importance." — Dr. Humphrey. 



THOUGHT-SPRINGS. 105 

Value of Physiological Knowledge. — "Byeiy person should be acquainted 
"with the organization, structure and functions of his own body — the house in 
which he lives : he should know the conditions of health, and the causes of 
the numerous diseases that flesh is heir to, in order to avoid them, prolong 
his life and multiply his means of usefulness. If these things are not other- 
wise learned, they should be taught — the elements of them, at least, — in our 
Primary Schools." — Dr. Combe. 



In what Education Consists. — "Education should have for its aim the 

development and greatest possible perfection of the whole nature of man ; his 
moral, intellectual and physical nature. My beau-ideal of human nature 
would be a being whose intellectual faculties were active and enlightened ; 
whose moral sentiments were dignified and firm ; whose physical formation 
was healthy and beautiful : whoever falls short of this in one particular, be 
it in but the least — beauty and vigor of body — falls short of the standard of 
perfection." — Dr. Howe. 



Mental and Physical Training. — " Man possesses a material and an im- 
material part, mutually dependent on each other. These are so intimately 
connected, and sustain such a reciprocal relation to each other that neither 
can be neglected without detriment to both. The body continually modifies 
the state of the mind, and the mind ever varies the condition of the body. 
Mental and physical training should then go together. That system of in- 
struction which relates exclusively to either is a partial system, and its fate 
must be that of a house divided against itself. Education has reference to 
the whole man. It seeks to make him a complete creature after his kind, 
giving to both mind and body all the beauty and all the perfection of which 
they are capable." — Prof. Mayhew. 



Mere Cultivation of Intellect not Sufficient. — "Numerous have been the 
instances illustrative of the fact, that the greatest scourges of our race are 
men of gigantic cultivated intellect. Where knowledge but qualifies its pos- 
sessor for inflicting misery, ignorance would' indeed be bliss." — Prof. Mathew. 



Same Thought. — " Most men leave out, or regard as of very little impor- 
tance, some of the essential elements of a good education. They seem to for- 
get that the child has a conscience and a heart to be educated as well as an 
intellect. If they do not lay too much stress on mental culture, which, indeed, 
is hardly possible, they lay by far too little upon that which is moral and reli- 
gious. They expect to elevate the child to his proper station in society — to 
make him wise and happy — an honest man — a virtuous citizen and a good 
patriot, by furnishing him with a comfortable School House, suitable class 



106 THOUGHT-SPRINGS. 

books, competent Teachers, and, if he is poor, paying his quarter bills, while 
they greatly underrate, if they do not entirely overlook, that high moral train- 
ing, without which knowledge is the power of doing evil rather than good. 
It may possibly nurture up a race of intellectual giants, but like the sons of 
Anak, they will be far readier to trample down the Lord's heritage than to 
protect and cultivate it." — Dr. Humphrey. 



Cultivate the Moral Nature. — " Keeping all the while in view the object 
of popular education, the fitting of the people, by moral as well as intellectual 
discipline, for self-government, no one can doubt ttat any system of instruc- 
tion which overlooks the training and improving of the moral faculties, must 
be wretchedly and fatally defective. So far from crime and mere intellectual 
cultivation being dissociated in history and statistics, we find them, unhap- 
pily, old acquaintances and tried friends. To neglect the moral powers in edu- 
cation is to educate not quite half the man. To cultivate the intellect only is to 
unhinge the mind and destroy the balance of the mental powers ; it is to light 
up a recess, only the better to see hoiv dark it is. And if this is all that is done 
in popular education, then nothing, literally nothing, is done toward 
establishing popular virtue, and forming a moral people." — Hon. Daniel D. 
Baenaed. 



Children must be Trained Somewhere. — " Let it be borne in mind, that all 
the children in every community will be educated somewhere and somehow ; 
and that it devolves upon citizens and parents to determine whether the chil- 
dren of the present generation shall receive their training in the School House, 
or in the streets; and if in the former, whether in good or poor Schools." — 
Peop. Mayhew. 



SSducation Dissipates the Evils of Ignorance. — "Ignorance is one prin- 
cipal cause of the want of virtue, and of the immoralities which abound in 
the world. Were we to take a survey of the moral state of the world, as 
delineated in the history of nations, or as depicted by modern voyagers and 
travellers, we should find, in almost every instance, that ignorance of the 
character of the true God, and false conceptions of the nature of the worship 
and service he requires, have led, not only to the most obscene practices and 
immoral abominations, but to the perpetration of the most horrid cruelties." 
Dr. Dick. 



Education Increases the Productiveness of Labor. — " Education has a 
power of ministering to our personal and material wants beyond all other 
agencies, whether excellence of climate, spontaneity of production, mineral 
resources, or mines of silver and gold. Every wise parent — every wise com- 
munity, desiring the prosperity of its children, even in the most worldly sense, 
will spare no pains in giving them a generous education." — Hoeace BIann. 



THOUGHT-SPRINGS. 107 

Money "Value of Intelligence. — " In proportioa as man's intelligence 
increases, is his labor more valuable. A small compensation is the reward 
of mere physical power, while skill, combined with a moderate amount 
of strength, commands high wages. The labor of an ignorant man is scarcely 
more valuable tlian the same amount of brute force ; but the services of an 
intelligent, skillful person are a hundred fold more productive." — Prof^ 
Mayhew. 



The Superiority of the Educated. — " The hand is found to be another 
hand, when guided by an intelligent mind. Individuals, who, without the aid 
of knowledge, would have been condemned to perpetual inferiority of condi- 
tion, and subjected to all the evils of want and poverty, rise to competence 
and independence by the uplifting power of education. In great establish- 
ments, and among large bodies of laboring men, where all services are rated 
according to their pecuniary value — where there are no extrinsic circumsta.nces 
to bind a man down to a fixed position, after he has shown a capacity to rise 
above it — where, indeed, men pass by each other, ascending or descending in 
their grades of labor, just as easily and certainly as particles of water of dif- 
ferent degrees of temperature glide by each other — under such circumstances 
it is found, as an almost invariable fact, other things being equal, that those 
who have been blessed with a good common school education, rise to a higher 
and a higher point in the kinds of labor performed, and also in the rate of 
wages received, while the ignorant sink like dregs, and are always found 
at the bottom." — Pbof. Mayhew. 



It is the Interest of Property to Educate All. — " Property is deeply 
interested in the education of all. There is no farm, no bank, no mill, no 
shop — unless it be a grog-shop — which is not more valuable and more profita- 
ble to its owner if located among a well educated, than if surrounded by an 
ignorant population. Simply as a matter of interest, ive hold it to be the duty of 
Property to itself, to provide Education for All." — Horace Greeley. 



Education the Parent of Material Riches. — " A mass of facts, col- 
lected by Horace Mann from the most authentic sources, seem to prove incon- 
testably that education is not only a moral renovator, and a multiplier of 
intellectual power, but that it is also the most prolific parent of materia^ 
riches. It has a right, therefore, not only to be included in the grand inven- 
tory of a nation's resources, but to be placed at the very head of that inventory. 
It is not only the most honest and honorable, but the surest means of amass- 
ing property. Considering education, then, as a producer of wealth, it fol- 
lows that the more educated a people are, the more will they abound in all 
those conveniences, comforts and satisfactions, which money will buy ; and 
other things being equal, the increase of competency and the decline of pauperism 
will be measurable on this scale." — Prof. Mayhew. 



108 THOUGHT-SPRINGS. 

Education Diminishes Pauperism and Crime. — " Education is to be 
regarded as one of the most important means of eradicating the germs of 
pauperism from the rising generation, and of securing, in the minds and in 
the morals of the people, the best protection for the institutions of society." — 
English Report to Home Department. 



Striking Results. — " The different countries of the world, if arranged 
according to the state of education in them, will be found to be arranged 
also according to wealth, morals and general happiness ; at the same time, 

the CONDITION OP THE PEOPLE, AND THE EXTENT OF CRIME AND VIOLENCE 
AMONG THEM FOLLOW A LIKE ORDER." NATIONAL EDUCATION, BY FrED. HiLL. 



Education the best Insurance to Property. — " For those who pos- 
sess the greatest share in the stock of worldly goods, the most effectual way 
of making insurance on their property, would be to contribute from it enough 
to sustain an efficient system of Common School education — thereby edu- 
cating the whole mass of mind, and constituting it a police more effective than 
peace officers or prisons. 

If then, poverty is at once a cause and an effect of crime, as is stated by a 
late writer, who has made an extended survey of the relative state of instruc- 
tion and social welfare in the leading nations of the world, it is directly in- 
ferable that education will, and from the nature of the case, must act in a 
compound ratio in diminishing both pauperism and crime." — Prof. Mathew. 



Political Necessity of National Education. — " In proportion as pub- 
lic opinion gives force to the structure of a government, it is essential that pub- 
lic opinion should be enlightened." — Washington. 

" I do not hesitate to affirm, not only that a knowledge of the true princi- 
ples of government is important and useful to Americans, but that it is abso- 
lutely indispensable to carry on the government of their choice, and to transmit 
it to their posterity." — Judge Story. 

" The stability of this government requires that universal education should 
precede universal suffrage." — Mayhew. 



Some kind of Religious Instruction a Necessity. — " Till men can 
be taught to live and be healthy and strong without food ; till some way is 
discovered in which the social state can be perpetuated and made happy with 
a total separation of the sexes ; till the time arrives when these things can be 
done, we cannot expect to relieve the human mind from having some kind of 
religious faith. This being the fact, a system of education which excludes 
attention from this part of the mental constitution is as essentially incomplete 



THOUGHT-SPRINGS. 109 

as a system of military tactics tliat has no reference to fighting battles ; a 
system of mechanics which teaches nothing respecting machinery ; a system 
of agriculture that has nothing to do with planting and harvesting ; a system 
of astronomy which never alludes to the stars ; a system of politics which 
gives no intimation on government ; or anything else which professes to be a 
svstem, and leaves out the very element most essential to its existence. The 
history of all ages, of all nations, and of all communities, is a continued 
illustration of this truth. Where did the nation ever exist untouched either 
by religion or superstition? which never had either a theology or a mythology? 
When you find a nation that exists without food of some sort, then you may 
find a nation that subsists without religion of some sort ; and never, never 
before. How unphilosophical, how absurd it is, then, to pretend that a sys- 
tem of education may be complete, and yet make no provision for this part of 
the mental constitution. It is one of the grossest fooleries which the wick- 
edness of man has ever led him to commit. But it is not only unphilosophi- 
cal and foolish, it is also exceedingly mischievous ; for where religion is with- 
held, the mind inevitably falls to superstition, as certainly as when whole- 
some food is withheld the sufferer will seek to satisfy his craving with the 
first deleterious substance which comes within his reach. The only remedy 
against superstition is sound religious instruction. The want exists in the 
soul. It is no factious, no accidental or temporary want, but an essential 
part of our nature. It is an urgent, imperious want ; it must and will seek 
the means of satisfaction, and if a healthful supply be withheld, a noxious one 
will be substituted." — Dr. Stowe. 



Elevating Influence of Popular Education. — "In what countries, 
let me ask, are the people most given to the lowest forms of animal gratifica- 
tion, and most regardless of the lives and happiness of others ? Is it not in 
Pagan lands, over which moral and intellectual darkness broods, and where 
men are vile without shame, and cruel without remorse? And if from 
Pagan we pass to Christian countries, we shall find that those in which 
education is least prevalent are the very ones in which there is the most 
immorality, and the greatest indifference to the sufferings of animated and 
sentient beings. Spain — in which, until recently, there was but one news- 
paper printed, and in which only about one in thirty-five of the people 
are instructed in schools — has a population about equal to that of Eng- 
land and Wales. Popular education in the latter countries, although much 
behind several of the other European States, is still greatlj' in advance 
of what it is in Spain, and there is an equally marked difference in the state 
of the morals in the people of these countries. In England and Wales the 
whole number of convictions for murder in the year eighteen hundred and 
twenty-six was thirteen^ and the number convicted for wounding, etc., with 
intent to kill, was fourteen ; while in Spain, the number convicted during the 
same year was, for murder, tivelve hundred and thirty-three ! and for maiming 
with intent to kill, seventeen hundred and seventy-three ! or a more than one 
hundred fold greater number than in the former .countries. Facts like these 



110 THOUGHT-SPRINGS. 

speak volumes in favor of the elevating influences of popular education, while 
they show most conclusively the low and degraded condition to which people 
will sink in countries in which education is neglected." — Prof. Mathew. 



Education an Insurance of Property. — "The people do not yet seem 
to see, that the intelligence and the morality which education can impart, is 
that beneficent kind of insurance, which, by preventing losses, obviates the 
necessity of indemnifying for them ; thus saving the premium and risk. 

" What is engulfed in the vortex of crime, in each generation, would build a 
palace of more than oriental splendor in every School District in the land; 
would endow it with a library beyond the ability of a life-time to read; would 
supply it with apparatus and laboratories for the illustration of every study 
and exemplification of every art, and munificently requite the services of 
Teachers worthy to preside in such a sanctuary of intelligence and virtue." — 
HoEACS Mann. 



Influence of an Ignorant Man. — "To send an uneducated child into 
the world is injurious to the rest of mankind; it is little better than to turn a 
mad dog or a wild beast into the streets." — Paley. 



Moral Quarantines. — " Much as we may need energetic remedies against 
contagious diseases, we need them against contagious vices more ; and quar- 
antine laws in favor of moral health are the most necessary of all sanitary 
regulations." — Horace Maxn. 



Duty of the State to Educate. — " In Prussia it is said that every child 
is ' due to the School.' Here, it may be laid down as one of our social prin- 
ciples, that, as the best services of all her children are due to the State, so it 
is the duty of the State to bring out, to their fullest extent, all the talents and 
powers for good, of aU her children." — Thomas H. Burrowes. 



Cultivate the Minor Morals. — " Cleanliness of person, decency of con- 
duct and propriety of manners, are as essential to the comfort and happiness 
of the social state, as a cultivated intellect and a well ordered store of prac- 
tical knowledge are to individual success. When regarded in their relation 
to society, those decencies, which have been aptly denominated ' the minor 
morals,' rise at once to importance and demand the utmost care at the hands 
of those to whom the training of the youth of a country is intrusted." — > 
Burrowes. 



Education and Crime.7— " Taking whole communities together, I believe 



THOUGHT-SPRINGS. Ill 

the legitimate and inevitable conclusiou to be, that every advance in know- 
ledge, amongst a people, is, ^ro tanto^ an invasion of the domains of crime." — 
Horace Mann. 



A Fearful Responsibility. — " If, with snch educational means and re- 
sources as we can now command, eighty, ninety, ninety-five, or ninety-nine 
per cent, of all children can be made temperate, industrious, frugal, conscien- 
tious in all their dealings, prompt to pity and instruct ignorance, instead of 
ridiculing it, and taking advantage of it, public-spirited, philanthropic, and 
observers of all things sacred ; if, I say, any given proportion of our children, 
by human efforts, and by such a divine blessing as the common course of 
God's providence authorizes us to expect, can be made to possess those quali- 
ties, and to act from them ; then, just so far as our posterity shall fall below 
this practicable exemption from vices and crimes, and just so far as they shall 
fail to possess these attainable virtues, just so far will those who frame and 
execute our laws, shape public opinion, and lead public action, be criminally 
responsible for the difference." — Horace Mann. 



Love of Children. — " He is not worthy to have the care of children, 
either as officer or Teacher, whose heart does not yearn toward them with 
parental fondness and solicitude.'' — Horace Mann. 



Compulsory Education. — " I hold that the State has a right to compel 
parents to take advantage of the means of educating their children. If it 
can punish tkem for crime, it should have the power of preventing them from 
committing it, by giving them the habits and the education that are the surest 
safeguards." — Hon. Josiah Quincy. 



The Redeeming Power of Common Schools. — " If all our Schools 
were under the charge of Teachers possessing what I regard as the right in- 
tellectual and moral qualifications, and if all the children of the community 
were brought under the influence of these Schools for ten months in the year, 
I think that the work of training up the whole community to intelligence 
and virtue would be accomplished as completely as any human end can be 
obtained by human means." — Rev. Jacob Abbott. 



Same Thought. — " If the attendance of all the children in any common- 
wealth could be secured at such improved Common Schools as we have been 
contemplating, for ten months during the year, from the age of four to that 
of sixteen years, they would prove competent to the removal of ninety-nine 



112 THOUGHT-SPKINGS. 

one-hundredths of the evils with which society is now infested, in one gene- 
ration, and would ultimately I'edeem the State from social vices and crimes." — 
Peof. Mayhew. 



A Momentous Question. — "Under the soundest and most vigorous sys- 
tem of education which we can now command, what proportion, or per centage, 
of all the children who are born can be made useful and exemplary men, 
honest dealers, conscientious jurors, true witnesses, incorruptible voters or 
magistrates, good parents, good neighbors, good members of society? In 
other words, with our present knowledge of the art and science of education, 
and with such new fruit of experience as time may be expected to bear, what 
proportion, or per centage, of all children must be pronounced irreclaimable 
and irredeemable, notwithstanding the most vigorous educational efforts 
which, in the present state of society, can be put forth in their behalf? 

"What proportion, or per centage, must become drunkards, profane swearers, 
detractors, vagabonds, rioters, cheats, thieves, aggressors upon the rights of 
property, of person, of reputation, or of life ? 

"In a single phrase, what proportion must be guilty of such omissions of 
right and commissions of wrong, that it would have been better for the com- 
munity had they never been born ? This is a problem which the course of 
events has evolved, and which society and the government must meet." — 
Horace Mann. 



Better than Soil, or Climate, or Government. — " That vast variety 
of ways, in which an intelligent people surpass a stupid one, and an exem- 
plary people an immoral one, has infinitely more to do with the well-being of 
a nation than soil, or climate, or even than government itself, except so far as 
government may prove to be the patron of intelligence and virtue." — Horace 
Mann. 



A Truth. — "Human knowledge is a proud pillar, but it is built in the 
midst of a desert of ignorance, and those who have ascended the highest have 
only gained a more extended view of the waste." 



Godlike Powers of Intellect. — Le Verrier, the discoverer of the planet 
Neptune, wrote a letter to Galle of Berlin, in which he said : " This star no 
one has seen, but it exists. I have measured its distance. I have estimated 
its size. I have calculated its diameter. It is there. Look for it and you 
will find it." It was discovered from the observatory of Berlin on the 23d 
of September, 1846, Just where the student, in his closet, had told the practical 
astronomer to look! 



THOUGHT-SPRINGS. 113 

A Striking Picture. — "Were we to visit all the Primary Schools of the 
commonwealth, we should be sure to find nearly all the ministers, lawyers, 
physicians, judges, legislators, professors, and other teachers, merchants, 
manufacturers, and, in short, all the most intelligent, active and useful men 
of the next generation in these schools. We cannot now point them out by 
name. We cannot tell who of them will be governors and judges, and 
merchant princes, but they are all there. 

" They are receiving the rudiments of their education under such teachers as 
we provide for them, and in the period of life when the most lasting impres- 
sions are made. I will venture to saj'^, more is done, during the first ten or twelve 
years, in the humble district School House, to give tone and shape to the popular 
mind, than in all the years that follow." — Dr. Humphrey. 



"Wonderful Results. — "It is thus established, that a good system of 
common school education, one that is sufficiently comprehensive to embrace 
all our country's youth in its benevolent design, would free us as a people 
from a host of evils growing out of popular ignorance ; that it would increase 
the productiveness of labor, as the schools advance in excellence, indefinitely; 
that it would save to society, in diminishing the number of paupers and crimi- 
nals, a vast amount of means absorbed in the support of the former, and in 
bringing the latter to justice, a tax which upon every present generation is 
more than sufiicient for the education of the next succeeding one; that it 
would prevent the great majority of fatal accidents that are now depopulating 
communities wherever ignorance prevails ; that, by imparting a knowledge of 
the organic laws, the observance of which is essential to health and happiness, 
it would save the lives of a hundred thousand children in the United States 
every year, and that by promoting longevity, in connection with the advan- 
tages already enumerated, it would tend more than all other means of state 
policy to increase at once the wealth and the population of our country ; that 
its legitimate tendency would be to diminish, from generation to generation, 
not only drunkenness and sensuality in all its protean forms, but idiocy and 
insanity, which result from a violation of the laws of our being, which are the 
laws of God ; that it would, in innumerable ways, tend to diminish the suffer- 
ings and mitigate the woes incident to human life, while it would acquaint 
man with the will of the benevolent Creator, and lead him to cherish an 
habitual desire to yield obedience thereto ; and that it is the only possible 
means of perfecting and perpetuating the inestimable boon of civil and 
religious liberty to the latest generations, and thus securing to the race the 
maximum of human happiness. Yes, a system of popular education adequate 
to the requirements of the States of this Union will do all this. None then 
it would seem, can fail to see that true state policy requires the maintenance 
of improved free schools, good enough for the best, and cheap enough for the 
poorest, which are a necessary means of universal education." — Prof. Mayhew. 



The Prison and the School — " The great difference, in a moral point 

13 



114 THorGHi-spr.rs'G-s. 

of Tie«". t.ers"ee2i a Sciool and a prisoii is. tn^z one is ini-ended to pre 
Tiriat the other ^ittis to punisli." — Geobgs B. Ejceesos. 



D uly of Parents — -•' That parent Trio refuses to send Ms children to 
the Sciool esxablisied and opened in Ms neighborhood, does to those children 
a cruel injnsrice, and commits a flagrant wrong upon Hie commimitT and the 

State-" — Got. Bbig€-5. 



"What Ctiiidnal Statastics Shaw. — '-ScoHand and Spain hare been 
T^fETTfrd to. noT to iriTig om a ji:~w facts in historr merely, bnt to iUustraie 
an imponant tmth. vTiicre a good srsiem of popular edncation is Tvell ad- 
nTinistered in a conntrr. and. as a consequence, intelligence, indnstrr and 
moraiiiT become imiTersai among its citizens, they -sill erentaallT become a 
"wralthy and a iigMy prospsrons and happy commnMty, eTen though they 
deaiTe their snbsistence from a aamTally nnfrnitfiil soil; bnt, on the contraiy, 
vhae popular edncation is neglected in a commomrealth. and its fatnie citi- 
ZS3S, as a c©nseqnence. groTT np in ignorance, idleness and Tice. squalid poT- 
eriy asid Magisnt crime 'Rill become preralent thronghoiit a Trretched and 
degenerate commnnity, that is scarcely able to gain a mere snl'sistence from 
a natnmEly prodncliTe soiL 

" In :niTilier c»nni^talioii of the InriJi of ihe proposition that edncalion di- 
minishes crime, I Trill introduce the fbDoiring statistics, gleaned from rarions 
oMcial docTnnente, respecting prisons. According to retsims to the British 
PaHiamg ntj the commitments for cximes in an average of nine years, in pro- 
portion to popnladon, a3« as folloiTB : In Manchester, the most in£del city in 
the fwataon, one in 140 ; in London, one in 800 : in all Ireland, one in 1,600 ; 
asdin SeotJand- oelebraied for learning and religion, one in 20.000! 

" The BcT- Dr. Forde. for msmy years the Ordinate of Newgate, London, rep- 
leseBis ig«oraKDe as llie Srst great canse. and iMenesi as the second, of all the 
cnm^ offiiiBitted by tiie inmates of that celebrated prison. Sir Richard 
PMil^^ SheriJT of Lfrndon, say^ that, on Ibe memorial addressed to the 
Sisi^ by 152 criminals in ih^e same institution, 25 only signed their names 
IB a feir band, 26 in an illegible scrawL and that 101, two-thiids of tie entire 
nnmbs; Tre« wt/erkxaiai, signing Tidti a cross. Yew of the prisoners coold 
read fFith &olity; mi»% than half of them conld not read at all; the most of 
i^eak Iboogbt boc^ -were useless, and were totally ignorant of the nature, 
obje^ and aid of religion. 

" The B«T. Mr. Clay, Chaplain to tie Honse of Correction in Lancashire, rep- 
resents that, out of 1,129 persons committed, 554 conld not read : 222 were 
bardlr capable of reading; 38 only who conld read well: and only 8. or one 
in l-H, conld read and write welL One-haif of 1,129 prisoners were qnite 
^noiaBt vS die Amplest troths ; 37 of &ese, one in 20 of the entire number, 
ireze oeeasaonal readas of the Bible: and only one. oat of this large nnmber, 
-eras fi»mn;«»- with the Holy Seriptnr^ and conreis^it with the principles of 
reB^on. Asatnag the 516, r^resented as entirely ignorant. 125 were incapa- 
ble of repeating the Lcjrd'i Prayer. 



THOUGHT-SPRDTGS. 115 

" Iq the Xew York State Prisons, as examined a few rears ago. more than 
three-fourths of the convicts had either receired no education, or a Terr imper- 
fect one. Out of 842 at Sing Sing. 289 could not read or write, and only 42 — 
less than one in 20 — ^had received a good Common School education. Auburn 
prison presents simUar statistics. Out of 22S prisoners, only 59 could read, 
■write and cipher, and 60 could do neither. 

'•' The Chaplain of the Ohio Penitentiary remarks that, not only in the prison 
of that State, but in others, depraved appetites and corrupt habits, which 
have led to the commission of crime, are usually found with the ignorant, 
uninformed, and duller part of mankind. Of 276, at one time in that institu- 
tion, nearly all were below mediocrity, and 175 are represented as grossly 
ignorant, and. in point of education, scarcely capable of transacting the ordi- 
narv business of life." — ^Pkof. iLi.THi:w. 



"Why Society should Educate the Poor. — •• The same humane rea- 
sons which lead civilized communities to provide for the maintenance of indi- 
gent adults by legal enactments, bear even more strongly in the case of their 
children. These require sustenance in common with their parents. But their 
wants, their necessities stop not here : neither does the well-being of society 
with reference to them. Both alike require that such children, in common 
with all others, be so trained as to be enabled not only to provide for them- 
selves when they arrive at mature years, but as shall be necessary to qualify 
them for the discharge of the duties of citizenship. Then, instead of taxing 
society for a support, as their parents now do. they will contribute to the ele- 
vation of all around, even more largely than society has contributed to their 
elevation.'" — Prof. Mathew. 



Great Effects from Little Causes. — " The Vizier having offended Ma 
master, was condemned to perpetual captivity in a lofty tower. At night his 
wife came to weep beneath his window. ' Cease yotir grief, " said the sage ; 
' so home for the present, and return hither when you have procured a live 
black beetle, together with a little ghee (or buffalo's butter.) three clews, one 
of the finest silk, another of stout packthread, and another of whipcord, and 
finally a stout coLl of rope." "When she came to the foot of the tower, provi- 
ded according to her husband's commands, he directed her to touch the head 
of the insect with a little ghee, to tie one end of the silk thread around him 
and to place the reptile on the wall of the tower. Seduced by the smell of 
the butter, which he conceived to be in store somewhere above him. the 
beetle continued to ascend tiU he reached the top. and thus put the Vizier in 
possession of the end of the silk, who drew up the packthread by means of 
the silk, the small cord by means of the packthread, and by means of the 
cord a stout rope, capable of sustaining his own weight — and so at last he 
escaped from the place of duress." — ^Loxdos Qcabtkiily Rsviiw, 

13* 



116 THOUGHT-SPRINGS. 

The Germ of Crime. — " He is no more physically blind, or bereft of 
his natural senses, who cannot see a culprit in the hands of a Sheriff, or a 
criminal court Avith its ofScers, or a prison with its armed guards, than he is 
morally blind who does not see criminal manhood in neglected childhood." — 
Horace Mann. 



Ho'w Education Diminishes Crime. — "Great as is her poor-tax, 
New York contributes annually an immensely greater sum for the support of 
her criminal police ; for the erection of court houses, and jails, and penitenr 
tiaries, and houses of correction ; for the arrest, trial, conviction, and punish- 
ment of criminals, and for their support in prison and at the various landing 
places on their way to the gallows and to a premature and ignominious death. 
Now, had one-half of the money which this State has expended in these two 
ways been judiciously bestowed in the early education of these unfortunate 
persons, who can question that the poor and criminal taxes of that State 
would have been reduced to less than one-tenth of what they now are, to say 
nothing of the fountains of tears that would be thus dried up, and of the 
untold happiness that would be enjoyed by persons who, in every generation, 
lead cheerless lives and die ignoble deaths ? 

"Lest some persons may labor under an erroneous impression in relation to 
this subject, I will give the statistics of education and crime in New York, as 
derived from official reports, for the last few years. Of eleven hundred and 
twenty-two persons — the whole number reported by the sheriffs of the differ- 
ent counties of the State as under conviction and punishment for crime during 
the year 1847 — twenty-two only had a common education, ten only had a tol- 
erably good education, and only six were tcell educated. Of the thirteen hun- 
dred and forty-five criminals so returned in the several counties of the State 
for the year 1848, twenty-three only had a common school education, thirteen 
only had a tolerably good education, and only ten were considered well edu- 
cated ! The returns for other years give like results. Had the whole eleven 
or thirteen hundred of these convicts been well educated instead of only six 
or ten — and the moral and religious education of even these was defective — 
how many of them would society be called upon to sujDport in prisons and 
penitentiaries? In all probability, as we shall hereafter, 1 hope, be able to 
show, NOT ONE. And what is true of the city and county of Philadelphia 
and of the State of New York, will apply to other cities, counties and States 
of this Union." — Prof. Mayhew. 



Necessity of Moral Education. — " The exaltation of talent, as it is 
called, above religion and virtue, is the curse of the age. Education is now 
chiefly a stimulus to learning, and thus men acquire power, without the prin- 
ciples which alone make it good. Talent is worshipped ; but if divorced from 
rectitude, it will prove more of a demon than a god." — Channing. 



THOUGHT-SPRINGS. 117 

A Startling Alternative. — "We are brought, then, to this startling but 
inevitable alternative. The natural life of an infant should be extinguished 
as soon as it is born, or the means should be provided to save that life from 
being a curse to its possessor ; and therefore every State is bound to enact a 
, code of laws legalizing and enforcing Infanticide, or a code of laws estab- 
lishing Free Schools ! " — Horace Mann. 



An Ans-wer to those ■who Murmur at the School Tas. — " For the 

support of our State Government many of us pay, in the course of years, 
large sums of taxation, for which we personally receive little benefit. I know 
not how much I may have paid during the last thirty years, for the judiciary 
administration of the laws ; yet I have never availed myself of the Courts as 
a means of obtaining personal justice. And there are many citizens who 
never had a case in Court, and perhaps never will have. Yet we all cheer- 
fully submit to taxation for the support of the Judiciary Department, because 
the public good is supposed to require it. We voluntarily act on this unselfish 
and philanthropic principle in all our religious and charitable associations. 
We build churches, employ and pay religious teachers, and support religious 
institutions, not for our own personal benefit. We usually fancy we can be 
devotional and religious in our own quiet way. But the good of society re- 
quires expensive organizations for religious purposes, and we are all willing 
to bear our part. 

" These principles of sacrifice of selfishness — of submission to taxation of 
some kind for the public good, must lie at the foundation of every form of 
civilized society on earth. If we proscribe the principle, we must go back to 
a state of natural society — to barbarism — to savage independence. Our 
people are a liberal, a generous, a magnanimous people, and when the general 
interests of public education in the State require some sacrifice from the more 
successful individuals in favor of the poorer families, who will hesitate to act 
the part which honor and magnanimity require 1" — Hon. W. C. Larrabee, 
State Superintendent of Indiana, 



Argument for the Payment of School Taxes. — " Some persons who 
are willing to pay taxes in proportion to their property, for general State 
purposes, object to any species of taxation for educational purposes. This 
objection is founded on a radically wrong notion of the relation of the chil- 
dren, and the education thereof, to the State. The State, within constitu- 
tional limits, has sovereign power over the property within its jurisdiction. 
The children within the State are, in a certain sense, the children of the State. 
The State taxes her property for the education of her children, not for the 
personal interest of the children, nor for the interest of their parents, but for 
her own interests as a State. This is the American idea, and whoever cannot 
become reconciled to this idea had better emigrate to some other country." — 
Hon. W. C. Larrabee. 



118 THOUGHT-SPRINGS. 

A Home Thrust. — " You say you have no children to educate, and ivhy 
should you be taxed to educate the children of your neighbor? So, perhaps, you 
have no occasion to travel over a particular country road, and why should you 
be taxed to build it ? You have no case in court, vs^hy then should you be 
taxed to build the court house, or pay the salary of the Judge ? You have no 
criminals of your own family to try, and to put in jail, why then should you 
be taxed to pay the expenses of trying criminals raised by your neighbors, 
and to build jails to hold them ? 

" You answer, the good of societj^ requires court houses and courts. So 
does the good of society require School Houses and Schools. You say the 
good of society requires that criminals should be tried and punished. So 
does the good of society require children to be educated. The criminal, you 
say, is not tried and punished for his own benefit, or the benefit of his family 
so much as for the protection of society. So, the child is not educated so 
much for his own benefit, or the benefit of his family, as for the protection 
and the good of society." — Hon. W. C. Larkabee. 



For those -who Object to the School Tax. — " A gentleman was com- 
plaining to me of his school tax. He said ' he had educated his own chil- 
dren at his oivn expense, and yet he was annually paying tax to educate 
others.' I told him he was indirectly compensated four-fold for all his expen- 
diture. He ridiculed the idea. Said I, there are two farms of one hundred 
acres each, intrinsically of the same value. One is located in an intelligent 
and virtuous community, the other in Heathendom, or where ignorance and 
vice prevail. How much more would you give, per acre, for the former than 
the latter ? ' Ten dollars,' said he. The interest on one thousand dollars is 
sixty dollars per annum — your school tax is six dollars. Your compensation 
is ten-fold. The argument was conclusive.". — J. V. Gibbon's Report. 



Testimony agamst Flogging. — "In truth, the maxim is rapidly fixing 
itself in the public mind, that the ability to govern, by moral means, an ap- 
propriate number of pupils, is a fair test of the capacity and fitness of the 
Teacher. Failure to govern well a class of forty or fifty children, without the 
use of the rod, is fast coming to be considered an indication that the teacher 
has mistaken his vocation. And I must take occasion to remark, as a fact 
within my official observation, that the order and excellence of those schools 
is precisely of the highest chai-acter, which in their government have dis- 
pensed altogether with corporal punishment." — William A. Walker, Superin- 
tendent of New York City and County. 



Corporal Punishment not Indispensable. — " It appears from the re- 
ports of the Committees, and from other equally authentic evidence, that not 



THOUGHT-SPRINGS. 119 

less than five hundred schools in the State were taught last year ivithout the 
infliction of a bloiv. And it is the almost uniform testimony of the Commit- 
tees, that the Schools, so kept, have stood in the foremost rank for regularity, 
diligence and good order." — Horace Mann. 



Young Children should not be confined. — " It would be infinitely 
better and wiser to employ suitable persons to superintend the exercises and 
amusements of children, under seven years of age, in the fields, orchards and 
meadows, and point out to them the richer beauties of nature, than to have 
them immured in crowded school-rooms, in a state of inaction, poring over 
torn books and primers, conning words of whose meaning they are ignorant, 
and breathing foul air." — Dr. Caldwell. 



Effects of Bad Ventilation in Schools. — "Both irritability of the 
nervous system and dullness of the intellect are unquestionably the direct and 
necessary result of a leant of pure air. The vital energies of the pupils are 
thus prostrated, and thej'' become not only restless and indisposed to study, but 
absolutely incapable of studying. Their minds hence wander, and they una- 
voidably seek relief in mischievous and disorderly conduct. This doubly 
provokes the already exasperated teacher, who can hardly look with complai- 
sance upon good behavior, and who, from a like cause, is in the same irritable 
condition, of both bodj^ and mind, with themselves. He too must needs give 
vent to his irascible feelings somehow. And what is more natural under such 
circumstances, than to resort to the use of the ferule, the rod and the strap ? " 
— Prof. Mayhew. 



Value of Vocal Music in Schools. — " I here introduce a fact which 
has been suggested to me by my profession, and that is, that the exercise of 
the organs of the breast, by singing, contributes very much to defend them 
from those diseases to which the climate and other causes expose them. The 
Germans are seldom afflicted with consumption, nor have I ever known but 
one instance of spitting blood among them. This, I believe, is in part occa- 
sioned by the strength which their lungs acquire by exercising them frequently in 
vocal music, for this constitutes an essential branch of their education." — 
Dr. Rush. 



Frequency of Recess. — "A law of the muscular system requires that 
relaxation and contraction should alternate; or, in other words, that rest 
should follow exercise. In accordance with this law it is easier to walk than 
to stand ; and in standing, it is easier to change from one foot to the other 
than to stand still. This explains why small children after sitting awhile in 
school become restless. Proper regard for this organic law requires that the 



120 THOUGHT-SPRINGS. 

smaller children be allowed a recess as often, at least, as once an hour; and 
that all be allowed and encoui-aged frequently to change their position." — 
Prof. Mayhew. 



Evils of badly-constructed School Furniture. — " There is a radical defect 
in the seats of our School Rooms. Malformation of the bones, narrow chests, 
coughs, ending in consumption, and death in middle life, besides a multitude 
of minor ills, have their origin in the School Room. To the badly constructed 
seats and writing desks, are we to look, in some measure, for the cause of so 
many distortions of the bones, spinal diseases and chronic affections, now so 
prevalent throughout the country." — Dk. J. V. C. Smith. 



Act upon it. — "High and narrow seats are not only extremely uncomforta- 
ble for the young scholar, tending constantly to make him restless and noisy, 
disturbing his temper and preventing his attention to his books, but they have 
a direct tendency to produce deformity of his limbs. Seats without backs 
have an equally unfavorable influence upon the spinal column. If no rest is 
afforded the backs of the children while seated, they almost necessarily assume 
a bent and crooked position. Such a position often assumed and long con- 
tinued, tends to that deformity which has become extremely common among 
children of modern times, and leads to diseases of the spine in innumerable 
instances, especially with delicate female children." — Dk. Woodward. 



On Imparting Collateral Knowledge. — " We cannot remind teachers too 
often of the signal benefits they may confer upon their pupils, by communica- 
ting collateral knowledge to them; — that is, such knowledge as is directly 
connected with the subject of their lessons, though rarely, if ever, found in a 
text-book. This practice should be commenced with a child the first day he 
enters the School Room, and should never be discontinued until the day when, 
for the last time, he leaves it. 

"The whole business of the School Room, from morning till night, should, in 
this way, be made attractive and profitable. Children do love information 
which is adapted to their capacities, and they will desire to go where it can be 
found, as naturally as bees to flowers. An absurd objection is sometimes 
urged against such a course ; namely, that it will only amuse children, turn 
what should be toil into pastime, and create a disrelish for close, pains-taking, 
solitary application. This objection is theoretic, merely. It is never made by 
those who have tried the experiment. It is urged only by such as are too 
ignorant or too indolent to make the necessary preparation. Not only reason, 
but experience, proves that it is the best possible means of kindling a desire 
for knowledge in the bosoms of the young; and when this desire is once 
kindled, the teacher has only to direct the car instead of dragging it." — 
Horace Mann. 



THOUGHT-SPRINGS. 121 

A Noble Sentiment, Eloquently Expressed. — " The Greek rhetori- 
cian, Longinus, quotes from the Mosaic account of the creation what he calls 
the sublimest passage ever uttered: 'God said, "Let there be light; " and 
there was light.' From the centre of black immensity, effulgence burst forth. 
Above, beneatli, on every side, its radiance streamed out, silent, yet making 
each spot in the vast concave brighter than the line which the lightning pen- 
cils upon the midnight cloud. Darkness fled, as the SAvift beams spread 
onward and oiitward ; still they move to this day, glorifying, through wider 
and wider regions of space, the infinite Author from whose power and 
beneficence they sprang. But not only in the beginning, when God crea- 
ted the heavens and the earth, did he sa,j, ' Let there be light.' Whenever a 
human soul is born into the world, its Creator stands over it, and again pro- 
nounces the same sublime words, 'Let there be light.' 

" Magnificent, indeed, was the material creation, when suddenly blazing 
forth, in mid space, the new-born sun dispelled the darkness of the ancient 
night. But infinitely more magnificent is it, when the human soul rays forth 
its subtler and swifter beams — when the light of the senses irradiates all out- 
ward things, revealing the beauty of their colors and the exquisite symmetry 
of their proportions and forms, when the light of reason penetrates to their 
invisible properties and laws, and displays all those hidden relations that make 
up all the sciences ; when the light of conscience illumines the moral world, 
separating truth from error, and virtue from vice. The light of the newly- 
kindled sun, indeed, was glorious. It struck upon all the planets, and waked 
into existence their myriad capacities of life and joy. As it rebounded from 
them, and showed their vast orbs all wheeling, circle beyond circle, in their 
stupendous courses, the sons of God shouted for joy. That light sped on- 
ward, beyond Sirius, beyond the Pole-star, beyond Orion and the Pleiades, 
and is still speeding onward into the abysses of space. But the light of the 
human soul flies swifter than the light of the sun, and outshines its meridian 
blaze. It can embrace not only the sun of our system, but all suns and gal- 
axies of suns ; aye ! the soul is capable of knowing and enjoying Him who 
created the suns themselves ; and when these starry lustres that now glorify 
the firmament shall wax dim, and fade away like a wasted taper, the light of 
the soul shall still remain ; nor time, nor cloud, nor any power but its own 
perversity, shall ever quench its brightness. Again I would say, that when- 
ever a human soul is born into the world, God stands over it, and pronounces 
the same sublime fiat, ' Let there be light ; ' and may the time soon come when 
all human governments shall co-operate with the divine government in car- 
rying this benediction and baptism into fulfillment." — Horace Mann. 



STATE SCHOOL LAIDS. 



The 500,000 Acres of School Lands. — Tlie title of 
California to her Scliool Lands rests upon Section 8 of Act 
of Congress, approved September 4tli, 1841, which reads 
as follows : 

"There shall be, and hereby is, granted to each new 
State that shall be hereafter admitted into the Union, 
npon such admission, so much land as, including such 
quantity as may have been granted to such State before its 
admission, and while under a Territorial Government, for 
purposes of internal improvement as aforesaid, as shall 
make five hundred thousand acres of land, to be selected 
and located as aforesaid." Stat, at Large^ Y. 455. 

In reference to the manner of selection and location, the 
Act reads : 

" The selections in all of the said States shall be made 
within their limits respectively in such manner as the Le- 
gislature thereof shall direct ; and located in parcels con- 
formably to sectional divisions and sub-divisions of not less 
than three hundred and twenty acres in any one location, 
on any public land, except such as is, or may be reserved 
from sale, by any law of Congress or proclamation of the 
President of the United States, which said locations may 
be made at any time after the lands of the United States 
in said States respectively, shall have been surveyed ac- 
cording to existing laws." 

The lands thus granted to California for purposes of 
Internal Improvements were wisely diverted by our State 
Constitution to the support of Public Schools, in terms as 
follows : 

" The proceeds of all lands that may be granted by the 



STATE SCHOOL LANDS. 123 

United States to tliis State, for tlie support of Schools, 
wliicli may be sold or disposed of, and the five hundred 
thousand acres of land granted to the new States, under 
an Act of Congress distributing the proceeds of the public 
lands among the several States of the Union, approved 
A. D. one thousand eighteen hundred and forty-one * * 
shall be and remain a perpetual fund, the interest of which, 
together with all the rents of the unsold lands and such 
other means as the Legislature may provide, shall be in- 
violably applied to the support of Common Schools 
throughout the State." — Constitution of California, Art. IX. 
Sec. 2. 

Township Lands. — The title of California to the Town- 
ship lands rests upon Act of Congress, approved March 3d, 
1853, which reads as follows : " * * * Sections sixteen 
and thirty-six of the public lands shall be, and hereby are 
granted to the State for the purposes of Public Schools in 
each township." — U. S. Stat. 1853, Ch. 145, Sec. 6. 

Section 7 of the same Act reads: ^^ And be it further en- 
acted, That where any settlement, by the erection of a 
dwelling house or the cultivation of any portion of the 
land, shall be made upon the Sixteenth and Thirty-Sixth 
Sections, before the same shall be surveyed, or where such 
sections may be reserved for public uses or taken by pri- 
vate claims, other land shall be selected by the proper au- 
thorities of the State in lieu thereof, agreeably to the pro- 
visions of the Act of Congress approved on the twentieth 
of May, eighteen hundred and twenty,six, entitled ' An 
Act to appropriate lands for the support of Schools in cer- 
tain townships and fractional townships, not before provi- 
ded for,' and which shall be subject to approval by the 
Secretary of the Interior." 

University Lands. — The title of California to the Uni- 
versity lands, rests upon Sec. 12 of the same Act of Con- 
gress, which reads as follows : 

Section 12. And be it further enacted, That the quantity 
of two entire townships, or seventy-two sections, shall be 
and the same is hereby granted to the State of California 



124 STATE SCHOOL LANDS. 

for the use of a Seminary of Learning, said lands to be se- 
lected by the G-overnor of tlie State, or any person lie may 
designate for that purpose, in legal subdivisions of not less 
than a quarter section of any of the unsold, unoccupied, 
and unappropriated public lands therein, subject to the 
approval of the Secretary of the Interior, and to be dis- 
posed of as the Legislature shall direct : Provided^ however, 
That no mineral lands, or lands reserved for any public 
purpose v^hatever, or lands to v^hich any settler may be 
entitled under the provisions of this Act, shall be subject 
to such selection. 



- AN ACT 

To provide for the Location and Sale of the unsold 
portions of the five hundred thousand acres of Land 
donated to this State for School Purposes, and the 
seventy-tv^o sections donated to this State for the 
use of a Seminary of Learning. 

The People of the State of California, represented i7i Senate and 
Assembly, do enact as follows : 

Section 1. The unsold portion of the five hundred thousand 
School Lands, acres of land donated to this State for School purposes, 
and the seventy-two sections of land donated to the State for the use 
of a Seminary of Learning, shall be located anddisposed of as here- 
inafter provided. 

Section 2. The Grovernor of the State of California is hereby 
Locatinff Agents, authorized to appoint and commission one suitable and 
coa-petent person for each of the United States Land Districts of 
this State, whose duty it shall be to locate the land named in the 
first Section of this Act, in the manner and for the purposes herein- 
after prescribed ; the said persons to be called Locating Agents of 
the State, to be commissioned by the Grovernor ; and they shall, be- 
fore entering on the discharge of their duty, take and suLscribe an 
oath, and also give bonds, in the sum of five thousand dollars, for the 
faithful discharge of their duties as prescribed in this Act. 

Section 3. The Agents so appointed, as aforesaid, shall, as soon 
Agents shau ^^ practicable, proceed to obtain the consent of such of 
locate. i}yQ settlers on the public lands of the United States, as 



STATE SCHOOL LANDS. 125 

may choose to avail themselves of tlie benefits of this Act, and also 
the request of persons, other than settlers on the public lands, who 
wish to purchase lands, under the provisions of this Act, which said 
consent, or request, as the case may be, shall be accompanied with the 
afiidavit of the person wishing to purchase said land, and two disinter- 
ested persons, subscribed and sworn to before a Justice of the Peace, 
or Notary Public, that there is no valid claim existing upon the land 
so desired, adverse to the claim of the person making such application 
for location ; and whenever such consent, or request, shall have been 
so obtained, under such forms as the Governor may prescribe, the said 
Agent shall apply to the Register and Receiver of their respective 
Land Offices, to permit said location to be made, in the name of the 
State of California, as a part of the land described in section first of 
this Act, and if so permitted, said Agent shall make such location, 
in conformity to the laws and regulations of the United States. 

Section 4. The Agent shall not locate more than three hundred 
and twenty acres, either directly or indirectly, for any one stipulation. 
person. 

Section 5. Whenever such settler, or person, shall give his con- 
sent, or make his request, as the case may be, to the ^pp^ovedby 
agent, to have his land located, under this Act, said agent ^- ^• 
shall accept such offer, under the following conditions: That if said 
location be made and approved by the United States, it shall be for 
the use and benefit of such applicant, on his complying with all the 
conditions and provisions of this Act. 

Section 6. The said person, whose location has been thus made, 
shall have the right to receive a certificate of purchase certificate of pur- 
for the same, by paying one dollar and twenty-five cents *^'""*'^- 
per acre, and interest, at the rate of ten per cent, per Pnce per acre. 
annum, from the date of the location in the United interest. 
States Land Ofiice ; or if said purchaser prefer, he may pay twenty-five 
per cent, of the purchase money, and one year's interest on the bal- 
ance, in advance, and the Register of the State Land Ofiice shall 
deliver to him a certificate of purchase j Provided, that the Legisla- 
ture may by law require the payment of the balance due at any time 
after one year from the date of approval by the Greneral Grovernment; 
And provided further, that if the purchaser fail to pay the interest, 
as prescribed in this Act, or to pay the balance due when thereunto 
required by any law of this State, said purchaser shall forfeit to the 
School Fund all money paid thereon, either in principal or interest, 
together with all right, title, claim, or interest, to said lands, and any 
other person may purchase the same, on the same conditions as im- 
posed by this Act upon the original purchaser. 

Section 7. The Locating Agent shall prepare and keep a complete 
register of all lands located under the provisions of this Regisu-yof 
Act, containing a description of the same, by sections, ^'"°'''^- 
and parts of sections, township and range, appended to the names of 
purchasers, in alphabetical order, and the county in which said lands 
are situated, and certify a copy thereof to the Register of the State 
Land Offije. 



126 STATE SCHOOL LANDS. 

Section 8. The said Agents shall, in like manner, in the name of 
Township Lands, the State, foi" the use of the particular township requir- 
ing such location to be made, locate lands in lieu of any sixteenth or 
thirty-sixth sections, or parts of sections, appropriated by Law of 
Congress to other uses, or which may be unfit for cultivation, accord- 
ing to the laws of the United States, whenever thereunto requested 
by the person authorized by the Board of Supervisors of any County 
in this State, to select land in lieu of those otherwise appropriated ; 
said Agent to keep the like Register, and furnish the like reports as 
provided for in section seven of this Act, and also to the Register of 
the Land Office a complete and j)erfect description of the lands 
relinquished, by section, township and range, and the reasons why 
said lands were relinquished; and the Board of Supervisors of the 
County for which the locations were made, shall pay said Agent the 
same fees as are allowed in other cases. 

Section 9. It shall be the duty of the Board of Examiners, c re- 
Money set apart to ^t^<^ by ^'^ Act approved April sixteenth, one thousand 
purchase bonds, g^gj^j, huudred and fifty-six, entitled ''An Act for the 
better protection of the State Treasury," whenever it shall appear 
to said Board that the Treasurer of the State has received into the 
Treasury the sum of ten thousand dollars or upwards, paid in as pur- 
chase money for land, under the provisions of this Act, to purchase 
bonds of the Civil Funded Debt of this State, issued since the First 
day of January, A. D. eighteen hundred and fifty-eight, to the 
amount said money, paid in as aforesaid, will purchase at the lowest 
value at which ihej may be purchased , after advertising for two weeks 
Proposals. in One daily newspaper published in the city of San Fran- 

cisco, and one in the city of Sacramento, for sealed proposals for the 
sale of said bonds. The said Board shall open said proposals at the 
time and place sj)ecified in said publication, in the presence of the 
Treasurer and Controller of State, and accept only such proposals as 
ofier bonds at the greatest discount, to the amount the funds in the 
Treasury, paid in as purchase money for School Lands, will purchase. 
Said Board shall audit the amount due said bidder, or bidders, for his 
or their bonds, which amount shall be paid, on the order of said 
Board, by the Treasurer, and said Board of Examiners shall deliver 
said bonds to the Treasurer, who shall keep said bonds, as a special 
School Fund. deposit, in his custody, marked " School Fund," to the 
credit of the School Fund ; Provided, hoivever, that no bonds shall 
be purchased at more than par value. All interest paid into the 
Treasury under the provisions of this Act shall be subject to the 
order of the Board of Education. 

Section 10. At the expiration of one year from the passage of 
Seminary Fund, this Act, the Board of Examiuers shall take, and use, 
fifty-seven thousand six hundred dollars of any money belonging to 
the School Fund, for the purpose of buying bonds, in the same man- 
ner as prescribed in the preceding section of this Act; and when 
said bonds have been so purchased, they shall be, in like manner, 
delivered to the Treasurer of State, and kept by him as a special de- 
posit, marked '•' Seminary Fund," to the credit of said Fund. All 



STATE SCHOOL LANDS. 127 

interest paid into the Treasury, on said Seminary Bonds, shall be in- 
vested in State Bonds, in the same manner as hereinbefore provided 
for. 

Section 11. The Locating Agents, appointed under the provisions 
of this Act, shall have the right to demand, as a fee for their Agents' Fees. 
services, the sum of six dollars for each location made by them. 

Section 12. An Act passed May third, A. J), one thousand eight 
hundred c.nd fifty-two, entitled "An Act to provide for Act repealed. 
the disposal of the five hundred thousand acres of land granted to 
this State, by Act of Congress, passed April fourth, A. D. one thou- 
sand eight hundred and fortj'^-one," and an Act passed May seventh, 
A. I), one thousand eight hundred and fifty-five, entitled " An Act to 
provide for the selection of land donated by the United States to this 
State, for the support of common Schools, and for the erection of pub- 
lic buildings," and all other Acts, conflicting with the provisions of 
this Act, are hereby repealed ; Provided, hoivever, that Proviso. 
all School Land Warrants, now in circulation, shall be received for 
School Lands, and may be located as now provided by law ; And, pro- 
vided, aho, that all certificates of land, located under the provisions 
of an Act passed May third, A. D. one thousand eight hundred and 
fifty-two, entitled "An Act to provide for the disposal of the five hun- 
dred thousand acres of land granted to this State by Act cei-tificates made 
of Congress, passed April fourth, A. D. one thousand ™'"^- 
eight hundred and forty-one," which have been recorded by the Re- 
corders of the counties of this State, are hereby made and declared 
to be valid and effectual, to all intents and purposes, as though such 
certificate had been recorded by the Clerk of the County Court, under 
the provisions of section eleven of the said Act. 

Section 13. That portion of the five hundred thousand acres of 
land, and the seventy-two sections of Seminary Land, Puwic domain. 
authorized to be sold by the provisions of this Act, shall be deemed 
and held to be a portion of the •'•public domain" of this State, with- 
in the meaning of the sixth section of an Act creating a State Land 
Ofiice for the State of California, passed A. D. one thousand eight 
hundred and fifty-eight. 

Approved April 23d, 1858. 



128 STATE SCHOOL LANDS. 



AN ACT 

To provide for the Sale of the Sixteenth and Thirty- 
Sixth Sections of Land donated to this State for 
School Purposes, by Act of Congress, passed March 
3d, A. D. 1853. 

The People of the State of Ccdifornia, represented in Senate and 
Assembly, do enact as folloios : 

Section 1. In all congressional townships in whicli tliere are fif- 
saie of School ^^^^ white houseliolders, the Board of Supervisors of the 
Lands. county shall have the right to sell the sixteenth and thir- 

ty-sixth sections of land donated by Congress to this State for School 
purposes, or such land as has been, or may be selected in lieu thereof; 
upon the petition of a majority of such householders, the Board of 
Supervisors of the county, in which such land, or the greater portion 
thereof, is situated, shall make an order, a copy of which shall he 
furnished the Sheriff, directing him to expose said lands for sale to 
the highest bidder, at the Court house door, during a regular term of 
Price per acre, the District Court, at uot Icss than two dollars per acre, 
having first given three months' notice in some newspaper published 
in the county, and posted notices of such sale at three of the most 
public places in the township, describing the land, where situated, 
when and where to be sold ; and if no newspaper be published in the 
county, by posting up like notices in the county, and three more in 
the townships, as above named, for the same length of time; said 
lands to be sold in lots of not less than forty, nor more than one 
hundred and sixty acres, unless in cases hereinafter provided for. 

Section 2. If, after such sale, any part of the land remains un- 
Disposai of sold, the Sheriff of the cou.nty, if the Board of Supervi- 
remainder. gQj.g (jecm it propcr, and make an order to that effect, 
shall, once in each year, offer said lands for sale, by giving notice in 
the same manner as hereinafter provided. 

Section 3. Whenever the inhabitants of any Congressional town- 
Keiinquishand ship, may, by any law of Congress, acquire the^ right to 
exchange. relinquish their sixteenth or thirty-sixth sections, and 

select other lands in lieu thereof, upon any of the unoccupied agri- 
cultural lands of this State, a majority of the voters of the township 
shall make known their intention to relinquish to the Board of Su- 
pervisor^ of the county, and said Board shall authorize the Commis- 
sioner of Common Schools of the county to make the selections, who 
shall conform, in all respects, to the law of Congress giving the right ; 
and if said lands be located in any other county, they shall be sold or 
managed as herein provided for the sale or management of the six- 
teenth or thirty-sixth sections proper ; the Commissioner shall certify 



STATE SCHOOL LANDS. 129 

to the Locating Agent of his Land District, the section, or parts of 
section, township, and range, of the lands relinquished, and the 
same of the lands selected in lieu thereof, together with the cause 
of the relinquishment of said lands, and by what county the lands 
are relinquished, and in what county selected in lieu thereof, and 
request said Agent to make the location in the proper land office ; 
and when the Grovernor of the State shall be notified of the appro- 
val of said location by the Greneral Grovernment, he shall Approval, 
cause the same to be certified to the Board of Supervisors of the 
county for which such location was made. 

Section 4. In case the sixteenth or thirty-sixth section be in the 
vicinity of a town or city, it shall be lawful, on the peti- Laid off in lots. 
tion of two-thirds of the legal voters of the township in which the 
same is situated, for the Board of Supervisors to make an order au- 
thorizing the Trustees of Common Schools of such township to cause 
such sixteenth or thirty-sixth section to be laid off in lots of a less 
size than forty acres, and to lay out such streets and alleys, and 
roads, and to appropriate such portion thereof, as they may deem 
necessary for sites for School Houses, Churches, and pleasure grounds, 
and order the Sheriff to sell the lots as hereinbefore directed. 

Section 5. In all cases where the sixteenth or thirty-sixth sec- 
tions were settled upon and improved before the survey seii to settlers. 
was made, the owner or owners of the same may purchase said lands 
at two dollars and fifty cents per acre, either by paying the money, or 
giving bonds, as hereinafter provided for ; Provided, the authorities 
interested shall prefer the money to making another location. 

Section 6. The purchaser shall, in all cases, give bond, with 
good and approved security, to be approved by the Board security. 
of Supervisors, payable five years after date, to the county, for the use 
of the inhabitants of the township to which the land belonged, bear- 
ing interest at the rate of ten per cent, per annum, from date, until 
paid, which bond shall be returned by the Board of Supervisors of 
the proper county, and by them deposited in the office of the Treas- 
urer of the county, and a duplicate thereof with the County Auditor. 

Section 7. The interest on the bonds shall be paid semi-annually 
to the County Treasurer, which interest, in case a School interests. 
is organized and kept according to law in the township, shall be sub- 
ject to the order of the Superintendent of Common Schools for the 
county ; but if no school is kept according to law, then said interest to 
be loaned out by the Treasurer, secured by unincumbered real estate 
of at least treble the value of the money so loaned, in manner to be 
approved by the Board of Supervisors, which approval shall be en- 
tered in the minutes of their proceedings. 

Section 8. The Board of Supervisors shall cause to be made out 
and certified to the Surveyor Greneral, an abstract of all Abstract of Lands 
lands sold for their county, as sixteenth and thirty-sixth sections, as 
also an abstract of all lands relinquished, and lands selected in lieu 
thereof; and when the purchase money, together with ^.all interest 
14 



180 STATE SCHOOL LANDS. 

due ttereon, is paid, tlie Board of Supervisors shall make and certify, 
to the Secretary of State, a statement, showing the tracts of land for 
which payment has been made. 

Section 9. At the time of the sale, the Sheriff shall make and 
Certificate. deliver to the purchaser, a certificate of purchase, descri- 
bing the land sold, the number of acres, and the amount of purchase 
money, and the manner in which payment is received ; and such cer- 
tificate, after full payment has been made, shall entitle the purchaser 
to a patent for the land. 

Section 10. Upon the receipt of the statement mentioned in section 
Patents to issue, eight of tliis Act, by the Secretary of State, showing the 
lands paid for, and by him reported to the Governor, the Governor 
shall make out, in the name of the State, patents for said lands, and 
after having the same recorded by the Secretary of State, in a book to 
be kept for that purpose, shall forward the same to the Board of Su- 
pervisors of the proper county, to be by them delivered to the per- 
sons entitled thereto, upon the presentation and surrender of the 
original certificate, which shall be filed and kept by the Board. 

Section 11. Patents issued by virtue of this Act, shall be signed 
Purchase money, by the Govcmor, countersigucd by the Secretary of 
State, and attested by the great seal of the State of California. A 
purchaser may pay the purchase money at the time of sale, and en- 
title himself to a patent therefor, as soon as the same can be issued, 
in which case the amount of cash received shall be loaned out and 
secured in the same manner as provided in section seven for interest 
receipts. 

Section 12. Whenever the Board of Supervisors may deem the 
AfWitionaisecu- sccurity for the payment of any bond for the purchase of 
"'y- any township School lands insufiicient, they may require 

other and additional security, and upon failure to give such additional 
security, the contract shall be deemed void, and the Board of Super- 
visors shall forthwith proceed to collect the amount due on account of 
such sale, as if no time had been given for the paymeot thereof; 
Provided, that said land shall always be subject to a lien for the pur- 
chase money, and the interest thereon, until the whole amount 
thereof is fully paid. 

Section 13. The Sheriffs of the respective counties in which any 
Sales by Sheriff, lauds may bc selected, in lieu of those relinquished, shall 
sell such lands under the same regulations as are prescribed in the 
preceding sections of this Act. Said lands to be sold, however, only 
upon the order of the Board of Supervisors of the county for which 
the land is selected ; and when said Sheriff has sold the same accord- 
ing to the order, he shall take a bond, payable to the county, for the 
use and benefit of the inhabitants of the township for which the land 
was selected, with good and sufiicient security, approved by the Board 
of Supervisors in the county where the land is situated, and trans- 
mit the same to the Board of Supervisors of the county to which it 
properly belongs. 



STATE SCHOOL LANDS. 131 

Section 14. In all cases where lands are selected and located in 
the Land Office of the Distinct, the Surveyor General shall Description. 
immediately, upon notice of such appi'oval of such location, by the 
General Government, make out and certify to the Recorders of each 
county, a certificate, showing the particular description of the land, 
by section, township, and range, the number of section, township and 
range, and the county for which they were selected, which certificate 
shall be recorded by the Recorder of such county, and a certified 
copy thereof shall be evidence in any Court of record. 

Section 15. All moneys arising from the sale of land, under the 
provisions of this Act, shall be set apart as a permanent school Fund. 
School Fund, and the interest thereof only appropriated for the sup- 
port and maintenance of Common Schools in the township to which 
the land belonged, from the sale of which the money accrued. 

Section 16. The Sheriff, Treasurer and Recorder, shall receive 
such compensation for their services as may be allowed by compensation. 
the Board of Supervisors. 

Section 17. If any person shall, after the United States surveys 
have been made, commit waste, trespass, or other injury. Trespass. 
upon any School lands in this State, or upon any improvements there- 
on, the person so offending shall, upon conviction thereof, be fined in 
any sum not exceeding one thousand dollars. 

Section 18. All civil officers, upon information, upon oath, or 
upon their own knowledge, shall cause any person commit- Punisiimsnt. 
ting any of the offenses mentioned in the preceding section, to be 
brought before them by like process as in criminal cases, and to en- 
ter recognizance for their appearance at the Court of Sessions of the 
county, on the first day of the next term thereafter, and in default of 
recognizance, commit such person to the county jail, until the next 
term of the Court of Sessions. 

Section 19. All fines, penalties, and forfeitures, accruing under 
the provisions of this Act, shall be paid into the treasury Fines, etc. 
of the county, for the use of the inhabitants of the township to 
which the land belonged, on which the waste or trespass was com- 
mitted. 

Section 20. The District Attorneys, within their respective coun- 
ties, shall prosecute all suits for the recovery of moneys suits. 
which are due on contracts made in pursuance of the provisions of 
this Act. 

Section 21. An Act entitled an Act to provide for the selection 
of lands donated to this State, for the support of Common Act repealed. 
Schools, or for the erection of public buildings, or so much thereof 
as relates to the sixteenth and thirty-sixth sections of land, approved 
May 5th, 1855, is hereby repealed ; Provided, that all selections of 
land made under the provisions of that Act are hereby made valid 
and binding. 

Approved April 26, 1858. 

14* 



132 STATE SCHOOL LANDS. 

Concurrent Resolutions relative to the Sixteenth and 
Thirty-Sixth Sections of Land. 

[PASSED FEBRUARY 8, 1856.] 

Whereas, The mountain Districts, and other portions of the State 
Preamble. are -unsTirveyed by the G-eneral Government, by means of 

which said Districts cannot avail themselves of the benefits of the 
donations of the Sixteenth and Thirty-Sixth Sections of Land to each 
township, for School Purposes therein, made by an Act of Congress, 
passed March third, one thousand eight hundred and fifty-three ; And 
whereas, it is the plain intent and meaning of the Law of Congress, 
that every Township in this State shall be entitled to two Sections of 
Land for School purposes ; And whereas, said Districts are densely ' 
populated by an industrious and enterprising people : Therefore, 

Resolved, By the Senate, the Assembly concurring, that our Sen- 
Appropriation ators bc iustructcd, and our Representatives in Congj-ess 
prayed lor. requcstod, to use their influence to secure an appro- 
priation for the Land District of California, that will enable the Sur- 
veyor General for this State to complete the surveys named in the 
preamble to these resolutions, as speedily as possible, and that they 
take such other measures as will secure the speedy accomplishment 
of the desired object. 

Resolved, That our Senators be instructed, and our Representa- 
LocatetwoSec- ti'^^s in Congress requested, to secure, if possible, the 
tions. passage of a Law by Congress donating to, and author- 

izing the inhabitants of the Townships of the mountain Districts of 
this State, or any Township not provided for with School Lands, 
to locate two Sections of land upon any of the unappropriated agri- 
cultural lands of this State. 

Resolved, His Excellency, the Governor, be requested to furnish 
each of our delegation in Congress, and the Secretary of the Interior, 
with a copy of the above preamble and resolutions. 



STA.TISTICS 



SCHOOLS IN CALIFOENIA. 



COUNTIES. 


CHILDEEN REPORTED 


BY CENSUS. 


NO. 


OF 


SCHOOLS.* 


NO. 


OF TEACHERS.* 


1853.* 


1854. 


1855. 


1856. 


1857. 


1854 


1855 


185611857 


1854 


185511856 


1857 






577 
432 
247 
325 
480 


745 
865 
275 
527 
587 
29 
1400 
186 


847 
868 
469 
667 
661 


1039 
986 
583 
728 
633 
2.37 

1812 
254 


6 
5 
3 
5 
5 

"ii 

3 
1 
6 

1 
2 

4 
3 
4 

"17 

4 

1 

12 

14 


7 
7 
4 
6 
9 
1 
14 
4 

""5 

""2 

6 

6 

3 

1 

18 

7 

1 

16 

17 

1 

"""3 
15 

2 
4 
2 
1 
9 
S3 
2 
3 

"i 

1 

8 
4 

7 


14 
3 
7 
6 

10 

""14 
5 

1 

6 

3 

8 

10 

6 

4 

1 

26 

16 

1 

30 

20 

""e 

""16 
••••7 

4 

""e 

34 

3 
5 
1 

""2 
11 

6 
14 


16 
10 

9 
12 
12 

5 
19 

5 

"'"i 

""I 

3 

6 

13 

8 

15 

1 

31 

18 

1 

24 

22 

""5 
2 

18 
3 
5 
5 
5 

11 

28 
2 
6 
2 
1 
2 
8 
8 

14 


6 
5 
3 
5 
5 

"u 

3 
1 

7 
1 

2 

"'"3 

4 
5 
4 

"'i'7 

8 

1 

45 

17 

"12 

4 
3 
2 
1 
6 
15 

""1 

""i 

2 
4 
3 
4 


9 
9 
5 
8 

12 
1 

16 
4 

""9 

'""3 

""s 

7 

7 

4 

1 

18 

9 

1 

47 

21 

1 

■■■■4 

15 

6 

6 

2 

1 

10 

31 

■■■■4 

"i 
1 

8 
5 
7 


19 
4 
7 
9 

16 

"19 
5 

"is 

1 
7 
3 
12 
10 
7 
4 
1 

26 
16 
2 
70 
25 

'""i 
'"is 

4 

35 
3 
5 
1 

""3 
12 

6 
16 


21 
16 
13 
14 
17 

8 
19 

5 

""16 

3 

6 
15 

9 
21 

2 
33 
18 

2 
58 
23 

"""5 

2 

27 

9 

6 

8 

6 

12 

41 

3 

6 

2 

1 

2 

12 

12 

16 




339 

55 

209 

258 


Butte 


Calaveras 

Contra Costa... 


El Dorado 

Humboldt 

Klamath 

Los Angeles.... 


54 

31 

908 


1195 
186 
42 

1191 
155 
121 


1739 

227 


1522 
270 
224 


1584 
31 
263 
106 
871 
635 
853 
508 
99 

2223 

1042 
123 

4751 

1267 
325 
315 
819 

1678 
618 
323 
398 
246 
836 

1694 

178 

236 

73 


1705 

325 

300 

115 

816 

911 

1046 

854 

97 

2831 

1142 

138 

5070 

1707 


Mariposa 

Merced 


181 


Monterey 


507 


627 
349 
555 
300 
44 

1990 

402 

99 

3447 
993 


993 

477 

760 

161 

93 

2137 

838 

117 

4940 

1109 

332 




209 
95 






Sacramento 

S. Bernardino.. 

San Diego 

San Francisco.. 
San Joaquin... 
S. Luis Obispo 


1175 
196 

"3252 
301 
300 




374 
977 

1967 
676 
370 
423 
385 

1114 

2291 
197 
276 
192 
118 
161 

1259 
571 

1042 


"12 
4 
3 
2 
1 
6 
15 

'""i 

""i 
2 

4 
3 
2 


Santa Barbara 
Santa Clara... 
Santa Cruz 


347 
1343 

243 

194 
96 
70 

484 
99 




692 

1751 

319 

317 

241 
157 

1^3 

74 

199 


1617 

424 

336 

189 

93 

574 

1021 

81 

78 












Sutter 








Trinity 

Tulare 


35 


42 

73 

489 

334 

364 


80 

82 

809 

477 
498 


88 

1145 

379 

854 


Tuolumne 

Yolo 


19 


Yuba 


242 


Totals 


11,242 


19,472 


26,077 


30,039 


35,722 


168 


227 


313 


367 


214 


301 


399 


486 





*In the year 1853, there were 53 Schools and 56 Teachers. 



OFFIOEHS 



CONNECTED WITH 



THE SCHOOL DEPAETMEIT. 



STATE BOARD OF EDUCATION : 

JOHN B. WELLER, Governor. 
HORACE A. HIGLEY, Surveyor General. 
ANDREW J. MOULDER, Bwp. Puh. Instruction. 



sup't. of public instruction, 
ANDREW J. MOULDER 



COUNTY SUPERINTENDENTS, 

COUNTY. NAME. KESIDBNCB. 

Alameda, Wm. W. Brier, Alvarado. 

Amador E. B. Mclntire, Sutter Creek. 

Butte, B. N. Seymour, Oroville. 

Calaveras, Robert Thompson, Mokelumne Hill. 

Colusa, B. M. Hance, Colusa. 

Contra Costa, E. H. Cjs, San Ramon. 

El Dorado, F. H. Harmon, Placerville. 

Humboldt, E. H. Howard, Humboldt. 

Klamath, Wm. T. Stevens, Orleans Bar. 

Los Angeles, Chas. R.Johnson, Los Angeles. 

Marin, John Simms, San Rafael. 



COUNTY SUPERINTENDENTS. 135 

COUNTY. NAME. RESIDENCE. 

Mariposa, Angevine Reynolds, Mariposa. 

Merced, B. F. Howell, Snelling. 

Monterey, J. H. Gleason, Monterey. 

Napa, J. C. Herron, Napa City. 

Nevada, C. T. Overton, Nevada. 

Placer, Percival C. Millette, Aul)urn. 

Plumas, J. C. Churcli, Quincy. 

Sacramento, Nelson Slater, Sacramento. 

San Bernardino, Ben. Barton, San Bernardino. 

San Diego, Frank Ames, San Diego. 

San Francisco, Henry B. Janes, San Francisco. 

San Joaquin, E. W. Hager, Stockton. 

San Luis Obispo, P. A. Forrester, San Luis Obispo. 

San Mateo, James Berry, Redwood City. 

Santa Barbara, A. F. Hincbman, Santa Barbara. 

Santa Clara, Matbew Mitchell, San Jose. 

Santa Cruz, J. F. J. Bennett, Santa Cruz. 

Shasta, G-rove K. Godfrey, Shasta. 

Sierra, Z. W. Keyes, Downieville. 

Siskiyou, George F. Price, Yreka. 

Solano, H. M. Lillie, Yallejo. 

Sonoma, Wm. G. Lee, Bodega. 

Stanislaus, Wm. D. McDaniel, La Grange. 

Sutter, C. E. Wilcoxon, Yuba City. 

Tehama, J. R. Bradway, RedBluffs. 

Trinity, M. Ruch, Weaverville. 

Tulare, Foster D. Master, Visalia. 

Tuolumne, George S. Evans, Sonora. 

Yolo, Henry Gaddis, Cache Creek. 

Yuba, Edward B. Walsworth Marysville. 



SCHOOL TRUSTEES AID TEACHERS. 



ALAMEDA. 



TOWNSHIPS. 



Oakland. 



Oakland . 



Oakland City. 



Alameda 






Union.... 


Eden 


...No. 1... 




Ed'n Vale 


Eden 


...No. 2... 


Eden 


...No. 3... 


Eden 


...No. 4... 


Murray 





Southern 



Northern 



TRUSTEES. 



S. B, Alden 

A. C. Brown. 
Griffith Henton. 

"William Imgram., 
J. R. Walker. 
Thomas Jeter. 



J. H. Lutrell.... 
John Taylor. 
Thomas Eager. 



Henry Haile., 
T. J. Nevins. 
N. Palmer. 



W. P. Rodgers 

Wm. J. Souther. 
P. E. Edmondson. 



Z. Hughs 

William Mattox. 
R. Babcock. 

William Kennedy., 
Joseph Taylor. 
E. F. Dixon. 

W. C. Blackwood., 
C.Anderson. 
J. Marlen. 



Wm. M. Liston., 
F. Van Horn. 
Erastus Root. 



J. Fallen 

M. Murry. 

B. McLaughlin. 



Miss Emily Alden 

R. A. Morse. 
H.P. Lathrop 

Mrs. J. H. Nevins... 

G. H. Scott 

Mr.Abby 

Joseph Sparrow... 

Miss L. Blackwood 

Henry Green 



M. E. Higgins. 



POST OFFICES. 



Oakland. 



Oakland. 



Brooklyn. 



Alameda. 



San Leandro. 



San Lorenzo. 



San Lorenzo. 



San Lorenzo. 



Alvarado. 



San Ramon, 
Contra Costa 
county. 



IBUSTEES AND TEACHERS. 



137 



TOWNSHIPS. 


DISTRICTS 


Washington... 


...No. 1... 


Washington... 


...No. 2... 


Washington... 


...No. 3... 


Washington... 


...No. 4... 


Washington... 


...No. 5... 



TRUSTEES. 

A.M. Church 

C. Cornell. 
A. J. Lowell. 

Robert Blacow... 
Robert Beeching, 
William Tyson. 

R. B, Donavan.... 
Richard McClure, 
J. M. Horner. 

J. R. McDavid.... 
J. M. Moore. 
W. H. Mack. 

James Hawley.... 
John McCormic. 
Abram Clark. 



E. Russell., 



E. Russell., 



Ch. P. Clesson. 



Miss Ada Moore... 



Miss E. Everett., 



POST OFFICES. 



Alvarado. 



Centreville. 



Mission de 
San Jose. 



Centrev ille. 



Alvarado. 



AMADOR. 



DISTRICTS. 


TRUSTEES. 


TEACHERS. 


Jackson 


A. C. Brown 


A. W. Kerr. 




John Murshett , 

Wm. McKim. 


Mrs. A. W. Kerr. 


lone City... r......... .-...,.,...... 


J. F. Turner,.,.,.,..,...,.. 


J, A, Peters, 


J. H. Stevens. 
S. Love. 




Pine Grove 


Joshua D. Luttrell 


Miss Dane. 




A. Leonard. 
A. P. Clough. 




Drytown 


G. W. Seaton 


H. P. Hiiickson. 




R. K. Wick. 
C. W. Fox. 




Sutter Creek 


N. A. Green ,,.,.... 


E. 3. Mclntire. 




W. T. Wildman. 
A. Hayward. 




Volcano 


A. N. Ballard 


M. M. Estee. 




John Turner. 
S. B. Boardman. 





138 



TRUSTEES AND TEACHERS. 



DISTKICTS. 


TRUSTEES. 


TEACHERS. 


FiddletowQ 


John D. Williams 


W. J. Cosper. 


Amador 


D. M. Goff. 
J. F. Ostrom. 

W. S. Porter 


Buena Vista 


D. Barry. 
P. Kusart. 

P. Y. Cool 




Jackson Valley 


Josiah T. Joyner. 
Kyte. 

Simon Pronty 




Union Church 


Joseph Lewis. 
Wm. H. Amick. 

R. K. Sexton 




Clinton 


A. F. Potter. 






Hugh Robinson. 
Michael Tyman. 





BUTTE, 



Ophir 

Ophir 

Ophir 

Wyandotte., 
"Wyandotte.. 
Wyandotte., 



.No. 1. 



.No. 2. 



.No. 3. 



.No. 1. 



.No. 2. 



.No. 3. 



TRUSTEES. 

D. W. Cheesraan 

J. G. Downer 

T. Fogg. 

N. P. Cartland... 
J. Anthony. 
J. Wheeler. 

John Onyett 

J. L. Kister. 
Cleveland. 

Jacob Snow 

Amos Thatcher. 
R. M. Bills. 

J. A. Watson , 

E. Feller. 

W. H. Swain. 

C. Dunkum , 

G. M. Wilson. 
J. D. Forbes. 



TEACHERS. 



J. B. Chinn. 
Miss M. B. Webb. 



Miss Sarah Knox. 



G. W. Boody. 



J. Z. Keetch. 



B. Gurney. 



J. Palmer. 



TRUSTEES AND TEACHERS. 



139 



TOWNSHIPS. 



Oro. 



Oro. 



Hamilton., 
Hamilton.. 



Eureka . 



Chico. 



Oregon 
Oregon 



.No. 1. 



•No. 2. 



.No. 1.... 
.No. 2.... 



.No. 1. 



.No. 1. 



•No. 1. 



.No. 2. 



TRUSTEES. 

R. C. Gaskill 

J. W. Reed. 
J. Vail. 

B. Greenwell 

W. H. Courtright 
James Andrews. 

J. L. Henshaw...., 
J. Chester. 

Robert Davis 

John Beall. 
Hiram Cram. 

W. Clark 

P. Myers. 
R. Clendinin. 

W. W. Davis 

J. H. Cole. 
J. R. Wollen. 

N. Littlefield 

B. Merrithew. 
Thomas Morgan. 

F. Cannon 

J. Morrison. 
J. Nash. 



Charles Loomis. 



Harriet Wyman. 



Miss Sarah Ejiox. 



W. M. McRejnolds. 
H. J. McKinley. 



CALAVEKAS. 



TOWNSHIPS. 



4th. 



5th, 



5th. 



6th, 



DISTRICTS. 



., No. 1. 

Campo Seco., 



No.l. 

San Andres..., 



No. 2 

Upper Calaveras. 



No.l 

Mokelumne Hill. 



TRUSTEES. 

James McGilvery, 
A. G. Phillips. 
T. F. Davis. 

Charles Faville... 
J. W. Willard. 

D. H. Manard. 

E. R. Purple 

A. Berdzhoff. 
Anson Brown. 

H. M. Sturges 

T. S.Lousett. 
P. C. McKinnie. 



TEACHERS. 



Mrs. Ballard. 



J. W. Willard. 



E. E. Johnson. 



John H. Allen. 

Langshon. 



Mrs. Foster. 



140 



TEUSTEES AND TEACHERS. 



TOWNSHIPS. 



TEUSTEES. 

A. H. Hoercliner., 
J. N. Angier. 
George Warner. 

E. M. raunce...... 

F. Garland. 
L. A. Morse. 

L. M. Scheack..... 
Joel Dickenson. 
Andrew Young. 

Wm. Walker. 
W. B. Butts. 
Wm. C. Bean. 

Wm. Wells 

S. G. Briggs. 

B. W. Payne. 

S. S. Abbott 

John Ward. 
D. H. Manard. 

Wm. Jones 

Volney Shearer. 
Riley Senter. 

A.Taylor 

John Booth. 
M. W. Hall. 

John H. Ginter. 
Samuel Stevenson 
Wm. Henderson. 



6th. 



6th, 



6th. 



nh. 



7th. 



8th. 



9th. 



9th, 



9th, 



No. 2 

Pleasant Springs., 



No. 3., 

Chile Gulch.. 



No. 4., 

Golden Gate. 



No. 1. 

Cave City 



,.No. 2. 



No.l... 

Angel's Camp. 



No.l. 

Murphy's...... 



,.No. 2., 



Vallicito . 



No.3. 

Douglas Flat. 



Miss Statzer. 



Mrs, H. A. Morse. 



Miss H. B. Foulkes. 



Mrs. M. Winters. 



W. W. Derham. 
L. G. Morrill. 
Mrs. Cain. 

A. R. Gunnison. 



M. P. Holmes. 



COLUSA. 



DISTRICTS. 


TRUSTEES. 


POST OFFICES. 


Colusa 


Wm. H. Turner 


Colusa. 


No. 1 , 


0. 0. Berky. 
D. P. Durst. 

C.J. Diefendorff. 




Grand Island 


James Graham. 
James Girdner. 

James Powell... , , 




No. 2 


Grand Island. 


Grand Island 


P. W. Wilkins. 
R. P. Rose. 









TRUSTEES AND TEACHERS. 



141 



DISTRICTS. 


TRUSTEES. 


POST OFFICES. 


No 3 


R. S. Browning 




Grand Island 


J. N. Cain. 
H. PoUock. 

Wm. H. Helphenstine 






Princeton. 




Thomas C. Hance. 
H. 0. Grigsby. 

M. Davis 


Princeton. 


Plaza 


E. McDaniels. 

B. F. Christopher. 

R. H. Pratt 


Monroeville. 




Frame King. 
H. L. Hobart. 





CONTRA COSTA. 



TOWNSHIPS. 


DISTRICTS. 


TRUSTEES. 


POST OFFICES. 


No. 1 


No. 1 


M. R. Barber 


Martinez. 


No. 2 


Rev. J. W. Brier. 

J. C. Ewing 


Alamo. 


No. 2 


No. 2 


John Baker. 

Albert Wilks. 

Benjamin Shrieve 


Lafayette. 

Lafayette. 

Lafayette. 
Martinez. 


No. 2 


No. 3 


L. M. Brown. 

F. G. Beauchamp. 

Rev. George C. Dean 

John Linebarger. 
John Shuey. 

J. R. L. Smith 


No. 2 


No 4 


No. 3 


No. 1 


William Allen. 

J. D. Tabor 


No. 3 


No. 2 


John H. Russell. 
Enoch Huntsaker. 

"Wm. H. McNeill 


Martinez. 


No. 3 


No. 3 


James H. Clark. 

Rev. David McCIure 

Jeremiah Morgan. 


Martinez. 


No. 3 


No. 5 


Martinez. 






Henry Jackson. 
Thomas Whitten. 





142 



TRUSTEES AND TEACHERS. 



EL DORADO. 



Ooloma 

Gold Hill 

Cold Spring 

Union Town , 

Smith's Fiat , 

Placerville City... 

Upper Placerville 
Diamond Spring.. 

Newtown 

Georgetown , 

Dry Creek 

Spanish Flat , 

Mud Spring 

Buckeye Flat 

French Creek 

Cosumnes Grove.. 
Indian Diggings.., 

Greenwood , 

Deer Creek 

Clarksville 

Jay Hawk 

Salmon Falls , 

Mountain 

Big Bar , 



TRUSTEES. 



R. Chalmers, R. V. Clark, A. A. Vangilder. 
John T. Swift, Frank Van Camp, T. W. Anabel. 
J. J. McFarnahan, J. R. Munson, Henry Sotzen. 
William Cromwell, A. Lohry, W. H. Weidham. 
Powell Crosley, Edward Elrod, William Stewart, 
r Dr. A. Clark, John Kirk, J. S. Titus. 
\ Rev. Walter Frear, City Superintendent. 
W. P. Farley, G. H. Stout, L. Spencer. 
L. Turner, T. B. Rossington, C. G. Carpenter. 
W. F. Leon, Jackson Spencer, John Wandell. 
W. T. Gibbs, S. Knox, Samuel Currier. 
John Keller, H. D. Robb, Thomas Breeze. 
E. M. Brooks, William Robertez, H. Tucker. 
H. Peary, Charles Roussin, 0. B. Wescott. 

Dr. Edwards, Smith, Robert Kelh"-. 

T. Lambert, Captain Worth, William Jenks. 

J. H. Miller, Thomas Hitchcock, John Graham. 

Samuel Eusminger, T. G. Gilbert, H. C. Sloss. 

L. B. Curtis, T. M. Birch, Jacob Winkleman. 

H. L. Parker, F. F. Winchell. 

William Bissett, G. N. Douglass. 

W. Dorman, H. H. Fries, Conrad Etzel. 

Thomas Orr, William Bronie, Nehemiah Haskell. 

William Morris, S. R. Goddard, William McKean. 

A. H. Saxton, C. Stanford, W. H. Parkinson. 



LOS ANGELES 



City of 
Los Angeles. 



El Monte. 



San Gabriel.. 



San Juan. 



Santa Anna. 



TRUSTEES. 



Dr. T.J.White 

L. Jayinski. 

A. F. Coronel. 

E. J. C. Kewen, City Superinten't 

David Lewis 

T. J. Mayes. 
H. Beardsley. 

William M. Stockton 

D. P. Hall. 
H. C. Daulton. 

Miguel Alvarez 

John Foster. 
Juan Abila. 

Augt. Laudenberger 

Desiderio Burruel. 



TEACHERS. 



CI 1, 1 -NT if Wm. McKee, 

School ^0. 1. s -c TT X 

\ Emma Jloyt. 

School No. 2, Mrs. Hoyt. 
A. H. Hoyt, 

Mrs. T. Foster. 

Thomas Scully. 

Thomas Scully. 



TRUSTEES AND TEACHERS. 



143 



M AKIN 



DISTRICTS. 


TRUSTEES. 


TEACHERS. 


Chileno 


Benjamin Vasar 


Lorenzo Gale. 




James Phenix. 
A. C. Buffington. 


J. J. Rodgers. 
Ruben Jones. 


No. 1 


J. B. Boyes. 
Silas Rodgers. 

C. Sime 


Tomales 


J. Keys. 
Edward Clark. 

E. Nason 




N^o. 2 


Francis Shepperd. 


Tomales 


H. J. Beck. 
L. A. Webber. 







MARIPOSA. 



DISTRICTS. 

Mariposa 

Bear Valley and Agua 
Fria 

Vallicito and Guadalupe.. 

Hornitos 

Coulterville 



TRUSTEES. 

Wm. A. King 

J. M. Ridgway. 

H. Stegman 

Dr. W. A. Woodward 
Jenkins. 

J. S.McKean 

W. R. Smith. 

W. H.Tongue 

E. Givens. 

W. H. Tichenel. 

George Counts 

John O'Bear. 
James Shimer. 



J. W. Simmons. 



Daniel Wood, Jr. 
John F. Orr. 



144 



TRUSTEES AND TEACHERS. 







MERCED. 






TOWNSHIPS. 


DISTRICTS. 


TRUSTEES. 


TEACHERS. 


POST OFFICES. 


No. 1 


...No. l... 
...No. 2... 
...No. 3... 


William Nelson 


B. W. Kimball... 
J. Neil 


Snelling's. 

Forlorn Hope 
Gwinn. 


No. 1 


John Birkhead. 
Henry Aldridge. 

J. J. Cox 


No. 2 


William Johnson 

Robert Green. 
— Binkley. 


Hathaway and 
Bates. 













MONTEREY. 



DISTRICTS. 


TRUSTEES. 


TEACHERS. 


Monterey 


D. R. Ashley 


J. T. Gardner. 




S. Conover. 
S. Osio. 

J. Barden 


B. B. Barker. 




T. Logwood. 
George Groves. 

G. F. Fulgham 






A. Martin. 

B. F. Dennison. 

J D. Walker , 


Miss L. J. Collins. 


CarroUton 


0. Chapen. 
T. S. Robert. 

J. B. Tyns 




Paj ar 




Springfield 


Joseph Hatch. 
John Ollinger. 









TRUSTEES AND TEACHERS. 



145 



NAPA. 



DISTRICTS. 

Napa, No. 1 

Napa, No. 2 

Napa, No. 3 

Napa, No. 4 

Suscol , 

Franklin 

Yount No. 1 

Yount, No. 2 

Hot Spring, No. 1.. 

Hot Spring, No. 2., 

Boiling Springs... 

Pope Valley 

Clear Lake, No. 1.. 

Lower Clear Lake 



R. Hill ) 

R. C. Haile ... j-Napa City. 
John Lawley. J 

Cook 

Backus. 
Edgington. 

M. Clelland 

Winter. 
Wilkerson. 

Allen 

Cotterell. 
Reeve. 

James Hill 

Rees. 
Raven. 

Hamilton , 

Roiney. 
George Grigsby. 

Luke Edington 

A. C. Styce. 

B. F. Butler. 

Hopper "^ , 

Whitten >• Sebastopol. 

Murch j 

William Hudson 

Lillie }-St. Helena 

Y. A. Anderson 

Nash 

Jamison. 
J. Kellogg. 



Evay 

Poulsin. 

Cyrus. 

John Newman... 
Joshua Harmon. 

Joel Willard 

Buckrall. 
E. S. Music. 

Thomas Boyd... 
M. Hammok. 



J. Copsey 

C. N. Copsey. 
N. Herndon. 



Mr. Keeler. 
Mrs. Bates. 



John A. Berlin. 



Miss E. Estabrook. 



J. R. Coe. 



Thomas P. Tucker. 

A. May. 

A. P. Bailey. 



R. A. Olmstead. 
J. Normon. 

Mr. Miller. 



J. P. Williami. 

Mr. Haile. 
A. M. Cob. 



u 



146 



TRUSTEES AND TEACHERS. 



NEVADA. 



DISTRICTS. 



Nevada, No. 1 . 



Grass Valley, No. 1 

Cherokee, No. 1 

Rough and Ready, No. 1 
Little York, No. 1 



W. F. Anderson . 
J. J. Rolfe 



Henry Davis., 
John Grove. 
G. B. Zaff. 



Warren T. Lockwood 
Mrs. Coulbourn. 

John Ney. 

Mrs. Spoone. 

Abel Dobson. 



PLACEK. 



DISTRICTS. 

No. 1... 
Iowa Hill 

No. 2.., 
Wisconsin Hill- 
No. 3.. 
Dutch Flat 

No. 4.. 
lUinoistown 

No. 5.. 
Michigan Bluffs 

No. 6.. 
Forest Hill 

No. r.. 

Yankee Jim's... 



TRUSTEES. 


TEACHERS. 


P. J. Edwards 


Sarah Townsend. 


H. 0. Ladd. 




Charles A. Barton. 




R. R. Patton 


L. Wagoner. 


M. M. Robinson. 


G. R. Morrison. 




A. C. Scull 


Mary A. Flack. 


S. Heyman. 
H. Davis. 


E. J. Buckell 


Miss Brickell. 


R. S. Egbert. 




J. M. Ferine. 




K. Favor 


Mr. Reecker. 


Giles A. Buel. 




J. W. Brady. 




J. W. Philips 




A. Hart. 




John Bortand. 




S. M. Jamison 


Miss Baldwin. 


Wm. Kerr. 




Wm. McClure. 





TRUSTEES AND TEACHERS. 



147 



DISTRICTS 

No. 8..., 
Todd's Valley 

No. 9.... 
Mt. Pleasant 

No. 10., 
Coon Creek 

No. 11.. 
Gold Hill 

No. 12.. 
Ophir 

No. 13.. 
Auburn 

No. 14.. 
Rattlesnake 

No. 15.. 
Secret Ravine 

No. 16.. 
Dry Creek 



TRUSTEES. 

F. Walton Todd 

W. H. Hall. 
Wm. Randlet. 

James R. Nickerson 
S. D. Budge. 
P. Myers. 

D. B. Goode 

E. Miles. 

Louis Chamberlain. 

D. V. Mason 

D. Sickels. 
John Bosquit. 

David Olds 

James Moore. 
Wm. H. Martin. 

Charles A. Tuttle 

J. Marks. 
R. Gordon. 

George W. Thirkil..., 
L. E. Miller. 
H. Mansur. 

S. R. Bradley 

J. Turner. 
James Laird. 

E. J. Shelhouse < 

Thomas Dudley. 

H. F. Davis. 



P. C. Ripley. 
Wm. A. Henry 
Wm. A. Henry. 
Jesse Henderson. 
Joseph W. Scobey. 
P. C. Millette. 
Josephine S. Woods. 
S. D. Reed. 
John C. Ball. 



PLUMAS. 



DISTRICTS. 


TRUSTEES. 


TEACHERS. 


No. 1 






No. 4 


J. C. Lewis. 
S. S. Stinson. 

James H. Yeates 




No.5 


C. Myers. 
Russell Alford. 

D W Kelloo" 


R W. Gates. 




C. Porter. 
James Bronson. 





148 



TRUSTEES AiSTD TEACHERS. 



SACRAMENTO. 



TOWNSHIPS. 


DISTRICTS. 


TRUSTEES. 


TEACHKRS. 


POST OFFICES. 




...No. 


1... 


John Whaley 




Sacramento. 




Benj. Orrick. 
Robert Moore. 






American 


...No. 


2... 


J. A. Earhart 

Warren Markam. 
John Scamon. 


J. W. Hodgkin 


Sacramento. 


Center 


...No. 


1... 
2... 


Sam. G. Medley... 

H. D. Campbell 

Wm. A. Thomas. 


JohnMeaburn 

Mrs. A. Sherman.. 


Sacramento. 


Center 


...No. 


Sacramento. 


Mississippi ... 


...No. 


1... 


Rev. V. Blakesley.. 
H. A. Thompson. 


E. P. Willard 


Folsom. 


Sutter 


...No. 


1... 


D. C. Norcross 

D. E. Hastings. 
A. Craw. 


G. L. Ludington.... 


Sacramento. 


Sutter and 
Franklin 


West Un'n 


James Barnes 

Tobias Kadell. 


John A. Simons 


Sacramento. 


Sutter and 


East Un'n. 


Myron Smith 

Chas. D. Childs. 
E. B. Cooper. 


Mr. Baker 


Prewitt's. 


Franklin 






Franklin 


...No. 


2... 


L. S. Nevins 

Thomas Hunt. 
James Anderson. 


R. D. Wilson 


Franklin. 


Franklin 


Eagle 


P't. 


J. G. Almond 




Onisbo. 




D. T. Lufkin. 
Charles S. Howell. 






Georgiana..... 


...No. 


1... 


Henry Ho ppes 

Joseph Wise. 
J. C. Baker. 


R. J. Dempsey 


Onisbo. 


Dry Creek 


...No. 


1... 


D. G. Weston 

Thos. Armstrong. 
Calvin Briggs. 


Lansing Tooker... 


Fugitt's R'ho, 
San Joaquin 
county. 




...No. 


1... 


Steph. Goodman... 
Robert Scott. 
William Young. 


Mr. Hamm 


Fugitt's R'ho, 
San Joaquin 
county. 






Brighton 


...No. 


1... 


S. N. Baker 




Sacramento. 


Wm. H. Manlove. 
J. Beam. 






Brighton 


...No. 


2... 


B. F. Weathers 




Sacramento. 


George Wilson. 
Jacob Gunter. 







TRUSTEES AND TEACHERS. 



14 



TOWNSHIPS. 


DISTRICTS. 


TEUSTEES. 


TEACHERS. 


POST OFFICES. 


Brighton and 
San Joaquin. 


Bailey 


Joshua T. Bailey.. 
A. J. Painter. 
A. Plumer. 


D. Bliss 


Sacramento. 






San Joaquin.. 


...No. 2... 


Philip Hull 


Mr. Wolber,... 


Elk Grove. 


David McConnell.. 






San Joaquin.. 


...No. 3... 


Norman Stewart... 
G. Waters. 
J. 0. Walker. 


J. C. Babcock 


Elk Grove. 


San Joaquin.. 


...No. 4... 


Benjamin Moran... 




Elk Grove. 


Fred. Winkleman. 






Brighton, Lee 
and Granite.. 


Kinney ... 


N. Kane 




Sacramento. 


Wm. H. Kilgore. 
Daniel Brown 






Granite 


Granite ... 


A. C. Donaldson.. 
Dr. Bradley. 
D. Dennison. 


John M. Sibley 


Folsom. 


Granite 


Prairie 


Wm. H. Messerve.. 
N. Glencamp. 


Miss Payne 


Texas Hill. 








Natoma 


Mormon 
Island... 


J. R. Caldwell 

John Nuttall. 
Elijah Poor. 


Mrs. Frank Sayles 


Mormon Isl'd. 


Lee 


Wilson 


M. A. Cornwell 

J. C. Newton. 
James Esterbrook. 


Miss C. S. Hayes.. 


Gosumnes. 






Lee i. 


Rhoades .. 


Jos. V. Mathews... 
John P. Rhoades. 
Humphrey Taylor. 


Dr. Adlam 


Cosumnes. 










Michigan 
Bar 


J. C. Stratton 

James Hauser. 
A. J. Cope. 


Miss Cook 


Michigan Bar. 






Gosumnes 


Live Oak.. 


Emanuel Pratte... 
John Reed. 
Manoah Perry. 




Michigan Bar. 






Cosumnes 


Katesville. 


Rodolph Korwin.. 
John Sevier. 
Capt. Jos. Pascal. 


Mrs. Marshall 


Cosumnes. 



150 



TRUSTEES AND TEACHERS. 



SACRAMENTO CITY. 



C. A. Swift, Principal 

L. Lefebre, French and Spanish., 
M. B. Black, Music 



S. Lyon, 
S. E. Fitzgerald, 
C. R. Pratt, 
F. W. Thajer, 
H. L. Nelson, 
F. Ross, 



GRAMMAR 

AND 
PRIMARY. 



HIGH SCHOOL. 



F. Chamberlain, 
M. A. E. Heacock, 
L. Kercheval, 
H. A. White, 
James W. Wells, 
E. M. Osborn. 



SAN BEKNARDINO. 



TOWNSHIPS. 


DISTRICTS. 


TRUSTEES. 


TEACHERS. 


San Bernardino. 


No. 1 


N. Vise 


E. Robbins. 




J. W. Wilson 


Mrs. E. Robbins. 




John Brown. 




San Bernardino. 


No. 2 


Joseph Thorne 


Joseph McFeely. 




Joseph Hancock. 
John Garner. 


San Bernardino. 


No. 3 


Isham Fuqua 


Charles Percy. 




Thompson Sackett. 
Anson Vauleuven. 


San Bernardino. 


No. 4 


John Brush 


J. W. Newman. 




William Davis. 
John Shields. 




San Bernardino. 


No. 5 


B. P. Matthews 


J. St. Clair. 




A. D. Borew. 
E. Thomas. 




San Bernardino. 


No. 7 


C. Sanders 


C. Hardy. 




A. Parks. 
J. C. Babb. 


San Salvador... 


No. 1 


L. Robidoux 

J. P. Kipp. 
Charles Hill. 


Charles Hardy. 



TRUSTEES AND TEACHERS. 



151 



SAN DIEaO. 



DISTRICT. 


TRUSTEES. 


TEACHERS. 




E. W. Morse 






H. C. Ladd. 
D. B. Kurtz. 





SAN FRANCISCO. 

BOARD OF EDUCATION. 
William Sherman, President. 



Dist. 
1 — R. W. Fishbourne, 
2— A. S. Edwards, 
3 — William Sherman, 
4 — S. A. Chapin, 



Dist. 
5 — Abraham Tandler, 
6 — Jonathan Hunt, 
7 — William Pearson, 
8— E. B. Goddard, 



Dist. 

9— D. C. McRuer, 
10 — Franklin Knox, 
11 — George Seger, 
12 — J. Shade Dungan. 



Clerk, Samuel Barklet. 
Sdpeeintendent, henry B. JANES. 



TEACHERS. 

San Francisco High School. 

Mr. Ellis H. Holmes Principal, and Teacher of Mathematics and 

Intellectual and Moral Philosophy. 

Mr. George W. Minns Teacher of Natural Sciences. 

Mr. George D. Hansen Teacher of Modern Languages. 

Miss M. E. Hewes Teacher in Female Department. 



Grammar Department. 



RiNcoN School. 



Denman School. 



Powell Street School., 



Union Street School 



Market Street School., 



Spring Yalley School. 



•Principal Mr. John Swett. 

1st Assistant Miss L. A. Bridgman. 

2d Assistant Miss M. F. Rand. 

.Principal Mr. George Tait. 

1st Assistant Miss M. J. Armstrong. 

2d Assistant Miss M. L. Tracy. 

.Principal Mr. H. P. Carlton. 

1st Assistant Mrs. Louisa Clapp. 

2d Assistant Miss M. A. Nugent. 

.Principal Mr. Ahira Holmes. 

1st Assistant Miss R. W. Foster. 

2d Assistant Miss Lizzie Kennedy. 

.Principal Mr. Thomas S. Myrick. 

1st Assistant Miss S. L. Larkin. 

2d Assistant Miss Kate Kennedy. 

.Principal Mr. J. C. Morrill. 

1st Assistant Miss M. L. Morgqja. 

2d Assistant Miss J. C. GUbert. 



152 TRUSTEES AND TEACHERS. 

Mixed Schools. 

Mission School Principal Mr. Thomas C. Leonard. 

Hyde Street Mixed School Principal Mr. John C. Pelton. 

Assistant Miss M. A. Shattuck, 

Mixed School for Colored 

Children Principal John J. Moore. 

Intermediate Department. 

RiNCON School Principal Miss H. J. Kirtland. 

1st Afsistant... ...... Miss Jane B. Sheldon. 

2d Assistant Miss Anna Prescott. 

Denman School Principal Mrs. L. A. Morgan. 

1st Assistant Miss Anna Starkey. 

2d Assistant Miss M. V. Tingley. 

Powell Street School Principal Miss D. Prescott. 

1st Assistant Miss G. T. Pearce. 

2d Assistant Mrs. F. E. Forester. 

Union Street School Principal Miss A. S. Barnard. 

1st Assistant Miss Julia A. Lawless. 

2d Assistant Miss Ellen Casey. 

Greenwich Street School Principal Miss KateDownes. 

Mission Street School Principal Miss Sarah Gonsalves. 

Stockton Street School Principal Miss E. F. Sanford. 

1st Assistant Miss Lottie Smith. 

2d Assistant Miss C. A. King. 

Primary Department. 

RiNCON School Principal Miss Carrie V. Benjamin. 

1st Assistant Miss Lizzie J. Chapin. 

2d Assistant Miss H. E. Moir. 

Market Street School Principal Mrs. E. M. Barstow. 

1st Assistant Miss A. E. Clayton. 

2d Assistant Miss Emma Mitchell. 

California Street School Principal Mrs. M. Deane. 

Assistants Miss L. H. Morgan. 

Mrs. E. Pollock. 
Miss L. S. Edwards. 

Washington Street School Principal Mrs. S. E. Seagrave. 

1st Assistant Miss Beatrice Weed. 

2d Assistant Miss A. Van Reynegan. 

Union Street School Principal Mrs. L. J. Bowers. 

1st Assistant Miss A. C. Hasty. 

Pupil Teacher Miss S. J. T. Fishbourna. 



TRUSTEES AND TEACHERS. 



153 



Mission Street School Principal Miss S. M. Reed: 

1st Assistant Mrs. C. E. Burt. 

2d Assistant Miss E. J. Turner. 

Greenwich Street School Principal Mrs. R. D. Bird. 

Pupil Teacher Miss S. F. Loring. 

Hyde Street School Principal Miss M. J. C. Palmer. 

Assistant Mrs. Ellen George. 

Spring Valley School Principal Mrs. O.P. Cudworth. 

Mission School Principal Mrs. F. A. Thompson. 



SAN JOAQUIN. 



districts. 
Stockton 

Castoria, No. 1 

Elkhorn, No. 1 

Elkhorn, No. 2 

Elkhorn, No. 3 

Elkhorn, No. 4 

Elkhorn, No. 5 

Douglass, No. 1 

Douglass, No. 2 

16 



V. M. Peyton. 
T. J. Keys. 



J. R. McCloud. 
C. Salmon. 



Samuel Ratan., 
J. G. Hoskins. 



J. W. Woods. 
W. Smith. 
S. W. Artell. 



E. Fiske 

L. H. Brannack. 



J. C. Smith.... 

N. Williams. 
W. M. Denton. 



J. Abels 

T. M. AuU. 
M. Wells. 



J. U. Smith 

J. Messick. 
Pratha. 



J. Gard. 



Davis. 
Potter. 



teachers. 



Mrs. Paine. 

Miss L. A. M. Grove. 

Gibson. 



A. B. Kincaid. 
T. J. Ally. 
J. W. Jones. 

0. J. Newton. 



G. B. Oliver. 



J. D. Littlefield. 



H. Wallace. 



H. Adlam. 



H. G. Davidson. 



H. S. Fletcher. 



154 



TRUSTEES AND TEACHERS. 



DISTRICTS. 


TRUSTEES. 


TEACHERS. 




L Hewett 


F. W. Champion. 
A. Plattenburg. 
J. Allen. 


Oneil No. 2 


M. Drais. 
J. Edwards. 

A. B. Brush 


Oneil No 3 


J. Lewis. 
E. Baily. 

J. A. Mitchell 


Oneil, No. 4 


J. W. Farley. 
John F. Wood. 

J. D. Hamilton 


H. L. Merritt. 


Elliott 


C. McCloud. 
J. Austin. 

G C. Holman 


V J. Walker. 


Elliott, No. 4 


D. J. Locke. 
P. A. Athearn. 

J. Morse 


Miss G. Shackford. 
J. F. Orr. 




W. L. Campbell. 
J. Barton. 

Stephen Bishop 


A. J. Randall. 




George W. Dent. 





SAN LUIS OBISPO. 



'district. 


TRUSTEES. 


TEACHERS. 




Walter Blurray 


A. Farnsworth. 




T. Herrera. 
Frederick Wickenden. 







SAN MATEO. 




DISTRICTS. 


TRUSTEES. 


TEACHERS. 


No. 1 


John Donald 






John J. Ellet. 
J. B. Morton. 





TRUSTEES AND TEACHERS. 



155 



DISTEICTS. 


TRUSTEES. 


TEACHEES. 


No. 2 


William Buzzell 




No. 3 


J. Selleck. 

D. W. Connelly. 

Robert Greer 


O.P.Mason at Wood- 




Daniel Ross. 
B. a. Lathrop. 


side. 
Mrs. Susan A.Trotter, 
at Redwood City. 



SANTA BAEBARA. 



DISTRICTS. 


TRUSTEES. 


TEACHERS. 


No. 


1 


Jose Arnaz 


Alberto Chateauneuf. 


No. 


2 


Fernando Pico. 
Allen CuUumber. 

John Nidever 




No. 


3 


William Hewitt. 
Thomas Romero. 

Charles E. Huse 


B. B. Williams. 






Pablo de la Guerra. 
Thomas Dennis. 





SANTA CLARA. 



DISTRICTS. 


TRUSTEES. 


TEACHERS. 


San Jose, No. 1 


Hon. W. McCoy 


Freeman Gates. 


San Jose, No. 2... 


General C. Allen. 
W. T. Ryland. 

Wm. Overfelt 


Miss Weir. 
Mrs. Crittenden. 
W. Tonner. 

James Burr 


San Jose, No. 3.. 


Wm. H. Freir. 
James Ogan. 

W. R. Bethel 


Miss C. Taylor. 




Wm. Munn. 
James Hart. 



156 



TRUSTEES AND TEACHERS. 



San Jose, No. 4 

San Jose, No. 5 

Santa Clara, No. 1. 
Santa Clara, No. 2. 
Santa Clara, No. 3 
Santa Clara, No. 4. 
Redwood, No. 1.... 
Gilroy, No. 1 

Alviso, No. 1 

Fremont, No. 1 

Fremont, No. 2 



E. Peck 

E. A. Clark. 
James Willard. 

Wm. Aram 

James Murphy. 
B. S. Fost. 

A. H. Hicks , 

P. L. Keith. 
J. Bland. 

J. S. Easton 

W. Madden. 
H. Bland. 

A. J. Jackson.. 
J. Millikiu. 
W. Hall. 

H. Hamilton...., 
J. Dooley. 
Dr. Caldwell. 

F. Sheppard.... 
K. Jarboe. 

L. Miller. 

M. Thomas 

T. Rea. 
T. Adams. 



M. Dot J 

F. Crlghton. 
W. Weller. 



Burnett, No. 1 . 



J. Sleeper.. 
F. Jenkins. 
H. Keifer. 



J. Dunn 

James Otterson. 
H. Dundon. 



TEACHERS. 



L. A. Swart. 



William Devereux. 



W. H. Patten. 



W. F. Hustis. 



W. H. Sturges. 



D. W. Herrington. 



R. 0. Swart. 



A. F. White. 
Mrs. A. F. White. 
Miss Buckman. 
H. Vanschaick. 



J. Heinley 

B. Montgomery. 
J. Tennant. 



C. Payton. 



Miss C. Green. 



A. Farnsworth. 



F. Paine. 



TRUSTEES AND TEACHERS. 



15T 



SANTA CRUZ. 



DISTRICTS. 


TRUSTEES. 


TEACHERS. 








Sequel 


Richard C. Kirby. 
Richard K. Vestal. 




Pajaro 


Edward Porter. 
John Hames. 

Amos Roberts 






George Williams. 
Daniel Tuttle. 





SHASTA 



DISTRICTS. 


TRUSTEES. 


TEACHERS. 


No. 1 


Dr. J. E. Pelham 


Miss D M Evans 


Shasta 


D. H. Dunn. 
J. D. Mix. 


Principal. 
Jane Parker, Ass't. 


No. 2 


Buckeye 


G. J. Exley. 
D. Whiting. 

J. S. P. Bass 




No. 3 


H. Street 


Stillwater 


J. B. Potter. 
D. Henry. 

J. M.Hunt 




No. 4 


S. H. Clotton 


Oak Run 


A. McCullum. 
D, Hunt. 

C. Ultz 




No. 5 


G K Adams 


Cow Creek 


J. Sanders. 

A. Miller. 

B. Heryford 




No. 6 


0. 0. KendoII. 


Clover Creek 


R. F. Martin. 
C. R. Heryford. 

S. D. Baker 




No. 1 


L. Willey. 


Sierra 


P. Geere. 
W. Straud. 







158 



TRUSTEES AND TEACHERS. 



DISTRICTS. 


TRUSTEES. 


TEACHERS. 


No. 8 


W. H. Elmore 


J. W. Colgan. 


Clear Creek 


T. Hart. 
J. Rawlston. 

W. K. Conger 


No. 9 


H. Titus. 




W. Kinney. 
H. Gough. 









SIERKA. 



DISTRICTS. 


TRUSTEES. 


TEACHERS. 




Frank Everts 






R. Tregarkis. ' 
L. W. Byington. 

Lewis Gozer 


H. J. McKinkley. 

Miss Alice Styles. 
Miss Jane Crowfoot. 




B. Eaton. 

B. V. Rutherford. 

D. T. Berry 


Table Rock 


A. J. Lowell. 

James Moyle 




Dr. Clerves. 
M. Chandler. 






TTiVlrnlr 




Downieville 


A. J. McKenzie 




Goodyear's Bar 


Beniamin Green. 
G. W. Still. 

Dr. B. Kennif. 




Forest City 


W. H. Burgess. 
J. D. Seillen. 

William Flemming 


L Gale 














Alleghany Town 


J. J. Basye 


Mrs Harriet S. Miller. 




D. S. Marvin. 











TRUSTEES AND TEACHERS. 



159 



SISKIYOU. 



DISTRICTS. 


TRUSTEES. 


TEACHERS. 


No. 


1 


Jouas W. Brown 


0. H. Purdy. 






N. C. Maj'hew. 

A. M. Rosborough. 








No. 


2 




John W. Thomas. 


Hawkinsville 


Wm. H. Mowat. 
George H. Brown. 










No. 


.^ 


Elias Stone 






Squire Howard. 
John Bartle. 










No. 


4 


John McCanaughy 


John Bigham. 


South Town^ilTin 


E. Elmore. 
D. H. Lowiy. 








No. 


5 


R. S. McEwan 


John W. Whalley. 


Little Shasta 




H. H. Hyde. 
Joseph Ba^sey. 








No. 


6 

Y 


James E. Thomas 


D. B. Rhinehart. 


Scott's Valle 


D. M. Davidson. 
T. B. Hickman. 








No. 


1 


E. Emery 




Humbug 




George F. Moore. 
E. D. Stillman. 










No. 


8 


J. "W. Evans 


Miss J. "Wright. 


Cottonwood.. 




G. W. C. McCoy. 
J. R. Spencer. 








No. 


9 


Frank E. Ensign 




Union 




F. M. Hooper. 
A. M. C. Smith. 










No. 


10 


George W. Cox 




Greenhorn... 




A. E. Schwatka. 
George F. Myers. 










No. 


11 


James Lyman 




Indian Creek 




Jonas Johnson. 
H. Harper. 










No. 


12 


D. F. Finley 




Scott River. 




H. C. Ticknor. 
Bradford McCrary. 











160 



TRUSTEES AND TEACHERS. 



SOLANO. 



DISTRICTS. 

Benicia, No. 1 

Vallejo, No. 1 

Green Valley, No. 1 

Suisun, No. 1 

Suisun, No. 2 

Suisun, No. 3 

Vacaville, No. 1 

Vacaville, No. 2 

Vacaville, No. 3 

Montezuma, No. 1.. 
Fremont, No. 1 



TRUSTEES. 

Hon. George Seristan 

W. C. Hageland 

A. 0. Lumaree 

D. J.Clayton 

William H. Turner 

James Woods 

S. T. Hoyt 

Joseph Wei dun 

Elijah S. Silvey 

Thomas Dowell 

S.F.Hyde '. 

Teacher... AXqx. Macy.. 



POST OFFICES. 



Benicia. 

Vallejo. 

Cordelia, 

Suisun. 

Suisun. 

Suisun. 

Vacaville. 

Vacaville. 

Silvey's. 

Denverton. 

Sacramento. 

Vallejo. 



SONOMA. 



DISTRICTS. 


TRUSTEES. 


TEACHERS. 


Petaluma 


S. W. Brown 


Wm. Denman, Prin- 


Iowa 11 


Joshua H. Lewis. 
E. R. Moffet. 

Silas Martin 


cipal, and three As- 
sistants. 

B. Hall. 


Liberty 


Chaiies Pervine. 
Robert Andrews. 

William Spencer 


H. C. Bab cock. 


Walker 


Levi Davis. 
S. T. Davis. 

Francis Wilsey 


Joseph Campbell. 
Mr. Hall. 


Blucher 


Ezeziel Denmon. 
George Williams. 

Martin Reed 




C. J. Pickle. 
N. McCusstion. 





TRUSTEES AND TEACHERS. 



161 



DISTRICTS. 

Big Vallej 

Mount Vernon 

Oak Grove 

Pleasant Hill 

Union 

Stony Point 

Bodega 

Todd's 

Strawberry Kidge 

Mark West 

Guillica 

Santa Bosa 

Russian River 

Windsor 

Dunbar 

Ash Spring 

17 



TRUSTEES. 

William Smith 

Alonzo Walker. 

Moses Quesenbury.... 
William E. Plomary. 

William L. Taber , 

John Baum. 
Lossen Ross. 

William H. Potter.... 
G. R. Rowland. 

Henry Marshall 

John Churchmon. 

P. N. Woodworth 

William Ayres. 

A. S. Purine 

James Walson. 
William R. Robinson 

William Farmer 

James Hearn. 
H. Bry. 

Coleman Tolbert 

Hiram Young. 
John Hughes. 

George Wallace 

Thomas B. Scott. 
John B. Frons. 

Emsley Elliott 

M. Hudson. 
William Spurr. 

John Hendley 

William Churchmon. 
E. R. Budd. 

J. D. Thompson 

J. W. Yates. 
James Prewett. 

S.Lewis 

Henry Bell. 
William E. Cocke. 

L. W. Comron. 
Alexander Dunbar. 
Hugh Patten. 

J. Cecil 



TEACHERS. 



Miss Judson. 
D. p. Ogan. 
William M. Rider. 

Wesley Piercy. 
Thomas J. Abies. 
J. P. Williams. 
A. B. Bowers. 



Russell Newton. 



W. B. Morgan. 



D. Temple. 



Samuel D. Winslow. 



Mr. Winslow. 



George Greer. 



162 



TRUSTEES AND TEACHERS. 



DISTRICTS. 


TECSTEES. 


TEACHERS. 




Fred. Rhorer 






B. B. Berry. 


John Crisp. 




John Fine. 
J. Farley. 

D. A. Sackett 




Alexander Copeland 






B. F. Dehover. 
William Wilson. 

David Odell 




"Washington 


J. W. Haigh. 
D. W. Bailey. 

Robert Laird 




William Marsh. 

.Joseph Albertson 


E A Scott 




G. R. Byrd. 
Johnson Ireland. 

J. G. Dow 






A. J. Gordon. 
A. C. Bledsoe. 

Failed to qualify. 

William Catron 








American Valley 


Jeremiah Root. 
Richard Fulkerson. 

Lewis Vestal 




Piner 


G. W. Woodson. 
Hugh Slogdale. 

James A. Peuo'h 






John H. Davis. 

Jared Seward 




Eureka 


Daniel Troy. 
H. H. Lewis. 

Wm. H. Sansbury 




Dunham 


E. H. Eubank. 






Isaac Fuller. 
P. Wood worth. 





TRUSTEES AND TEACHERS. 



163 



STANISLAUS, 



DISTRICTS. 

Branch 

La Grange 

Camp Washington 
Davis' 



TRUSTEES. 

C. W. Salter 

Thomas G. Murphy. 
C. W. Cooke. 

H. W. Wallis 

A. B. Anderson. 
H. Williams. 

Isaac Frazier 

Thomas Richardson. 
John Dotson. 

H. B. Davis 

J. P. Hinkson. 
C. L. Carman. 



C. F. Estes. 



H. Morrell. 



Valentine Bennett. 



SUTTEE. 



DISTRICTS. 


TRUSTEES. 


TEACHERS. 






M. C. Clark. 


Nicolaus, No, 1. 


J. R. Pornter. 

P. W. Harris 


D. Gow. 


Nicolaus, No. 2 


C. S. Haswell. 
M. M. West. 

G. W. Lee 

J. T. Lee. 

David 0. Mahony. 

M. C.Winchester 


James Hart. 


Vernon No. 1 




Yuba, No. 1 


P. Carrico. 
D. Abdell. 

T. D. Bovd 


Miss Mary J. Butler. 
Miss Wilson. 


Butte, No. 1 


James Richards. 
A. Schnepler. 

Isaac Ramey 


Butte, No. 2 


A. J. Speerd. 
J. C. Tindall. 

E. P. Wilson , 






Dr. Wm. McMurtry. 
George Farley. 





164 



TRUSTEES AND TEACHERS. 



TEHAMA. 



TRUSTEES 

J. W. Noyes 

R. W. Willson. 
S. M. Miller. 

James M. Maxcey... 
R. C. Baker. 

N. Tartar. 

G.W. Hoag 

J. C. Bradley. 
W. H. Baney, 

G. M. Stratton 

Edward Byron. 
Allen Sadorns. 



Red Bluffs. 



Tehama , 



Antelope. 



Lassens 



E. H. M. BaUey. 



L. Elliott. 



W. M. Gulp. 



TRINITY. 



DISTRICT. 


TRUSTEES. 


TEACHER. 




David Hinds 


C. B. McDonald. 




H. J. Howe. 
H. J. Seaman. 





TUOLUMNE, 



DISTRICTS. 


TRUSTEES. 


TEACHERS. 




L. C. Gunn 


D. S. Peters. 




Frederick Salter. 
D. Monroe. 

J. M. Cavis 


R. Porterfield. 




W. P. Gibbons. 
A. B. Holton. 

A. B. Preston 


Laura M. Nelson. 
C. C. Brown. 




B. F. Butterfield. 
J. Harriman. 





TRUSTEES AND TEACHERS. 



165 



DISTRICTS. 


TRFSTEES. 


TEACHERS. 






■ Kimhall 


Tuttletown. 


Cyrus Lynch. 
Jacob Gardiner. 

G. A. Darrow 


Joseph, Emery. 

E Pratt. 


Shaw's Flat 


David Jamison. 
P. C. Gale. 

William J. Markley 




G. 0. Havens. 




Chinese Camp 


J. C. Peacock 


J. C. Powell. 


Springfield 


H. B. Lea. 
John Taylor. 

Calvin Honey 


E. Pratt. 




R. L. Smith. 
Burton Fales. 





YOLO. 



DISTRICTS. 


TRUSTEES. 


TEACHERS. 


POST OFFICES. 


No. 1 


John J. Deming 


Gertrude Swain... 


Yolo. 




Russell Dav. 

G. W. McOonnell. 




No. 2 


A. W. Morris 




Yolo 




W. 0. Wright. 
John Stokes. 






No. 3 


J. V. Hoag 


A. R. Jackson 






Samuel Conrad. 
David Hoagland. 




No. 4 


A. P. McCarty 


Michael Woods... 
N. L. Mitchell. 






Felix Burton. 
Wm. H. McGrew. 




No. 5 


Martin A. Rahm 


Robert H. Davis... 






Quintus C. Tebbs. 
Spencer Glascock. 




No. 6 


Wm. S. Emory 


J. W. Johnson 


Yolo. 




Michael Leman. 
George Hebron. 





166 



TRUSTEES AND TEACHERS. 



DISTRICTS. 


TRUSTEES. 


TEACHERS. 


POST OFFICES. 


No. 7 


Harrison Gwinn 




Grafton. 


No. 8 


John H. Snowball. 
J. H. Updegraff. 

Wm. H. Marden 






No, 9 


John P. Dunn 


H. B. Hinds 






Alex. Montgomery. 
Silas Woolery. 





YUBA. 



Marysville 



Camptonville ... 



Linda, No. 1. 



Linda, No. 2. 



Oregon House.. 
Brown's Valley. 



Peoria . 



TRUSTEES. 



W. C. Belcher 

S. C. Thompkins. 
Rev. E. B. Walsworth. 



J. H. Variel 

J. D. Andrews. 
E. T. Peck. 



R. M.Turner... 

H. Davis. 

L. W. Thomas. 

James Martin., 
John Brophy. 
F. Terstiggo. 



Pleasant Grove. 
Rose Bar 



A. Pauley.... 

J. Rule. 

D. B. Hume. 



Joseph Paine 

Wm. Burroughs. 
J. Lafferty. 



Salmon Moody... 
James P. Prince. 
E. C. Daugherty. 



TEACHERS. 



D. 0. Stone 

Miss E. Wilson. 
Miss Buckmaster. 
Miss A. Goodwin. 
Mrs. M. Sherman. 



J. S. Foster. 



Miss Green. 
Mr. Pauley. 



POST OFFICES. 



Thomas B. Rice. 



Miss Wilson. 
Mr. Berry , 



Marys ville. 

Camptonville. 

Marysville. 

Marysville. 

Oregon House. 
Brown's Valley. 

Peoria House. 
Empire Rancho. 



TRUSTEES AND TEACHERS. 



167 



DISTRICTS. 



Bear R'r, No. 1. 



Bear R'r, No. 2.. 



Cyrus K. Dam.., 
V. Henderson. 
Dr. Harper. 

William Findley. 
Francis Lofton..., 
Henry Miller. 



TEACHERS. 



POST OFFICES. 



Johnson's R'ho. 



Johnson's Rh'o. 



Note. — No reports have been received from the following counties, in reply 
to applications : — Del Norte, Fresno, Humboldt, Klamath, and Tulare. 



FOEMS. 



The following Forms have been drawn to assist the 
School Officers in carrying out the provisions of the 
Law, and to secure uniformity : 

Kg. 1. 

Appointment of District School Trustees. 

'■ In accordance with Section 15 of an Act in relation to Common 
Schools, passed May 3, 1855, you are hereby appointed a Trustee of 

Common Schools for District of Township, of the 

County of 

You will qualify according to law, and then enter upon the dis- 
charge of your duties. 



Superintendent of Common Schools 

for County. 

To 



OATH OP OFnCE. 

I do solemnly swear (or affirm) that I will support the Constitution 
of the United States and the Constitution of the State of California, 
and that I will faithfully discharge the duties of Common School 

Trustee for the School District of Township, in the 

County of , and State of California, according to the best of 

my ability. 

Sworn and subscribed to before me, a of the County of 

and State of California, this day of , Anno Dom- 
ini 185... 

Note. — This oath may be taken before any officer in the State, authorized 
by law to administer oaths. 



FORMS. 169 

Fo. 2. 

Certificate of Election of a Trustee of Common Schools. 

To , of , Greeting : 

This certifies that you, the said , were, at an election held 

on the day of April, Anno [Domini 185..., chosen to the 

office of Trustee of Common Schools of [the district, town or city, 
as the case may be,] and you are, by virtue of said election and quali- 
fication, fully authorized and empowered to discharge all the duties of 
said office, and to exercise all the powers thereto belonging, according 
to law, for one year from and including the second Monday of April, 
185.... 



County Cleric. 

Note. — The oath of office must be taken in form as appended to No. 1, and 
should be attached to the certificate, and both filed immediately in the office 
of the County Superintendent. 



1^0. 3. 



Appointment of a Common School Marshal. 

We, the undersigned, Trustees of Common Schools for District 

, in the County of , appoint a Common School 

Marshal, to take the census of the children between the ages of four 
and eighteen years, and, separately, the census of children under four 
years of age, in said District. 



Trustees of Common Schools. 
[Date.] 



1^0.4. 



Certificate of Qualification to Keep a School. 

"We the undersigned, Trustees of Common Schools, hereby certify 

that, after due examination, we are satisfied that is of good 

moral character, and possesses sufficient learning and ability to teach 



170 POEMS. 

and impart knowledge and govern a school ; we therefore grant to 

this our certificate, which shall remain in force during one 

year from date^ unless sooner revoked. 



Trustees of Common Schools. 
[Date.] 

Note. — Whenever desirable, the aid of others can be called in to make 
thorough examination of the Teacher. Let the Teacher name his conduct of 
a school from the opening to the close, after you have tested his literary ac- 
quirements. 



Ko. 5. 

Form of AnnulUng a Certificate. 

Whereas, the Trustees of Common Schools for the of , 

did, on the day of , Anno Domini, 185..., issue to 

a certificate of qualification as a teacher in said 

Now, know ye, that upon further investigation and trial, the said 

has been found deficient and unqualified, [or has refused to 

conform to the regulations made by law.] We do therefore declare 
the said certificate to be anniilled and void from this date, of which 
all persons whose duty it is to employ teachers of Common Schools 
are hereby requested to take notice. 



•> 



Trustees of Common Schools. 
To the Superintendent of Common Schools 

for the County of , 185 

Note. — It will be proper that notice of the annulling should be given to the 
County and State Superintendents. 



PORMS. 171 

:so. 6. 

Form of a Receijpt of tlie County Superintendent of Common Schools. 

Received of , County Superintendent of Common Schools, 

all documents, books, and papers, belonging to bis office as such Su- 
perintendent. 



County Superintendent Common Schools. 
[Date.] 

NoTe. — The law requires this receipt to be filed in the office of the County 
Treasurer. 



No. 7. 



Form of a Receipt of the Trustees of Common Schools, binder Sec- 
tion 16, Clause 11. 

Received of , Trustees of Common Schools for , the 

books of record, and all papers, books, blanks and documents, re- 
mainino; in their hands as such Trustees. 



Trustees Common Schools. 
[Date.] 



i^o. 8. 



Form of County Superintendent's Warrant upon the County 

Treasurer. 

No , , 185.... 

The Treasurer of the County of , will pay from the 

School Fund, to , or order, dollars, on account of 

County Superintendent Common Schools. 



172 FORMS. 



1^0. 9. 



Form of Poster, giving notice of a District Election for Additional 
Taxation, to Maintain Schools. 

To the Electors of School District: T. ":t^ 

Notice is hereby given, that an Election will be held on the 

day of , at which will be submitted the question, whether you 

will authorize a tax to pay the expense of maintaining School, 

for an additional term of months. 

It will be necessary to raise, for this purpose, the sum of $ , 

and the rate of taxation necessary to be levied, will be cents 

upon the one hundred dollars of valuation of taxable property in the 
District. 

The polls will be opened at , between the hours of . 

and A full attendance is requested. 



District School Trustees. 
.th, A.D. 185... 



Note. — The date must be twenty days prior to the time fixed for the elec- 
tion. The posters should be put up in a dozen conspicuous places in the 
District. 



E'o. 10. 



Form of Poster, giving notice of a District Election for Additional 
Taxation, to Build School House. 

To the Electors of School District : 

Notice is hereby given, that an election will be held on the 

day of , at which will be submitted the question whether you 

will authorize a tax for the purpose of building a School House in 
this District. 

It will be necessary to raise, for this purpose, the sum of $ , 

and the rate of taxation necessary to be levied will be cents 



FORMS. 173 

on the one hundred dollars of valuation of taxable property in the 
District. The plans and specifications of the proposed building may 

be seen at 

The polls will be opened at , between the hours of 

and 

A full attendance is requested. 



District School Trustees. 
, 185..... 

Note. — The date, as before, must be twenty days prior to the election, and 
the posters should be put up in a dozen or more conspicuous places. 



'Eo 11. 
Form of Appointment of Collector of Tax. 
To all whom it may concer'n : 

The electors of School District having, at an election held 

on the day of A. D., 185..., authorized the levying 

of a tax, amounting to cents on the one hundred dollars of valu- 
ation of taxable property in the District, for the purpose of [main- 
taining School for an additional term of months, or, 

building a School House, as the case may be,] the Trustees of the 
District hereby appoint to collect said tax, with all the pow- 
ers to enforce the collection which are given to Sheriffs and Tax Col- 
lectors in the collection of State and County taxes. 



Trustees of District. 

[Date.] 



174 



FORMS. 



Ko. 12. 



CENSUS RETURNS. 



Report of the Common School Marshal to the County Superinten- 
dent, School Trustees and State Superintendent, for School Year 
ending October 31, 185... 



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Form of an Affidavit to he appended to tlie Censiis Returns. 
County of I gg 

On this day of , A. D. 185..., personally appeared 

before me, tlie undersigned, a Justice of the Peace for the County 

and aforesaid, a duly appointed Common School 

Marshal, whose signature is hereunto subscribed, and being sworn 
according to law, made oath that the facts set forth in the above re- 
port are just and true, according to the best of his knowledge and 
belief. 



(Signed) 



Justice of the Peace. 



Common School Marshal for 



Note. — This Report must be made out in triplicate ; one for Trustees, one 
sent to the County Superintendent, and the third, to the Superintendent of 
Public Instruction. 



FORMS. 



175 



No. 13. 

DISTRICT SCHOOL TRUSTEES' REPORT. 

Report qftJie Trustees of Common School of District, to the 

County Superintendent for the District of and County 

of ,from , 185..., to 185... 



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Total number of Children between the 
ages of four and eighteen, entitled by 
residence to enter the School within 
the Scliool Boundary. 


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Note. — When the above blank is filled up, which 'must be done on or be- 
fore November 1st, of each year, the following certificate should be appended : 

We, tlie undersigned. Trustees of Common Scliools for tlie District 

of and County aforesaid, certify that tlie above is a true 

statement of the condition of the Common Schools of said District. 



To 



Trustees of Common Schools. 
County Superintendent Common Schools. 



Note. — A duplicate of this Report must be forwarded, without fail, to the 
State Superintendent, at San Francisco. The Trustees will accompany their 
Report as above, with such remarks as they may think the interest of the 
Public School system in their town or city may require. 



176 



FORMS. 



^o. 14. 




COUNTY TREASURER'S REPORT. 

Report of the County Treasurer to the Superioitendent of Puhlic 
Instruction for the County of from , 185..., 



to 



185.. 



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Note. — It is absolutely necessary that County Treasurers fill up each and 
every column in the above report, to enable the State Superintendent to pre- 
sent an intelligible report of the financial condition of the Schools to the 
Legislature. If no money has been paid for any purpose mentioned — for 
Libraries and Apparatus, for instance — report specially, in the appropriate 
column, "None." 



FORMS. 



177 



1^0. 15. 



COUNTY SUPERINTENDENT'S REPORT. 



Report of the County Superintendent of Public Scliools, to tJie State 
Superintendent of Public Instruction, for the County of , 



from ; 185..., to 



185. 



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Note. — It is indispensable that the County Superintendent fill every column 
in the above Report, and transmit it to the Superintendent of Public Instruc- 
tion, on or before the 20th of November. 

In addition to the above, the County Superintendent will be furnished with 
a Note Book, containing appropriate heads, designed to collect various items 
of valuable information connected vfith the School Department. 

This Note Book he will fill up, and consider an Appendix to his Report to 
be transmitted, at the same time, to the State Superintendent. 

N. B. — The County Superintendent should keep a copy of his Report, when 
filled, in order that he may have the requisite data upon which to distribute 
the State and County School Fund. 

18 



1T8 



PORMS. 



'No. 16. 

PUBLIC SCHOOL TEACHERS' REPORT. 

Report of the Piiblic Scliool in District , in the of 

, from , 185..., to 185.... 



Teacher. 



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BRANCHES TAUGHT. 


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I certify that the above is a true statement of the condition of the 
Common School in the County of , District of 



Teacher. 

Note. — The Teacher will make the above Report to the Trustees of Com- 
mon Schools, and also to the County Superintendent and State Superintendent, 
which Reports must be made on or before the first day of November of each 
year. Unless he fulfills this duty punctually, his District is liable to lose its 
share of the State and County School Moneys. To these moneys he has, of 
course, to look for his compensation. 



I NT) E X. 



INDEX. 



PAGE. 

A 

Apportionment, of State School 

Fund 4,10 

by County Superintendent.. 14 

of County School Fund 52 

, Architecture, School 66 

/ Appointment of Trustees 17 

form for 168 

Air, the proper quantity to be al- 
lowed each Pupil 74 

Accounts, of Co. Sup'ts — how to 

be kept 12,51 

of Trustees, how to be kept. 26 
Arrangement of Seats and Desks... 80 
Aisles or passages in School Room 76 
Assessor, of District School Tax — 

who should be appointed 31 
Apparatus for Schools 52 

B 

Board of Education of State 3, 134 

of Cities and Towns 43 

rules for 44 

Boundaries of School Districts 31 

Books and papers of a moral char- 
acter 56 

Breathing impure air in Schools... 72 
Blackboard, size and location 

of. 75,95 

of what constructed 95 



C 

Convention of Teachers and School 

Officers 4 

Controller of State — his duties 5 



PAGE. 

Controller of State — to report to 

Board of Education 5 

County Clerks, ex-officio Co. Su- 
perintendents 7 

Certificates of Election — of Trus- 
tees 16 

form for 169 

Certificates, to Teachers 18 

form for 169 

form for annulling 170 

Cities and Towns, (Incorporated).. 43 
Common Council — Powers and 

Duties of 43 

Census Returns, how to be made. 40, 65 

form for 174 

Corporal Punishment, discouraged. 25 

testimony against 118 

Compensation of School Officers. ...41 
Collector of District School Tax... 32 
form for appointment of..... 173 
Contracts, Superintendents and 
Trustees not to be inter- 
ested in 34 

Collateral Information 61, 120 

Course of Study ^ 98 

Common Schools, redeeming pow- 
er of Ill 

Criminal Statistics, what they 

show 114 

Districts, Delinquent, lose School 

Fund, 10 

how they may obtain it...l9, 27 
Districts, (School,) what consti- 
tutes 42 

how established 42 



182 



INDEX. 



PAGE. 

Districts, (School,) should be 

named 42 

Dismissal of Pupils 24 

Dimensions of School Houses 72 

Desks, (Teachers',) where should 

be located 75 

(Pupils',) arrangement of... 80 

proper construction of. 91 

13 

Escheated Estates, to be credited 

to School Fund 6 

Examination of Teachers — County 

Superintendent to assist.. 8 

how to be conducted 22, 57 

Election of Trustees, how to be 

conducted 16 

Election, (District,) to decide ques- 
tion of Taxation 27 

form of poster for 172 

manner of voting at 27 

what conditions must com- 
bine 28 

time and place of. 29 

Election, (District,) to tax for erec- 
tion of School Houses.... 32 
how the vote is to be taken 33 

form of poster for 172 

Erection of School Houses 34 

tax for 32 

Equalization of District School Tax 31 
Entries or Vestibules, should be 

two 75 

Educate the Poor, oblig'n to. ..104, 115 
Education, of a three-fold charac- 
ter 104 

in what it consists 105 

necessity of moral..l06, 108, 116 
dissipates the evils of igno- 
rance 106 

increases the productiveness 

of labor 106 

money value of 107 

the interest of property to 

encourage 107 

theparent of material riches. 107 
diminishes pauperism and 

crime 108 

striking results of 108 

the best insurance to pro- 
perty 108, 110 

political necessity of 108 

elevating influence of. 109 

duty of the State to en- 
courage .110 

and crime Ill, 114, 116 

compulsory Ill 

what it will accomplish 113 



FA6X. 

F 

Furniture (School) 89 

evils of badly construct- 
ed 120 

Forms, for reports, etc 168 

O 

Grading the Schools 36, 70 

arguments for 37, 38 

Government of Children 60 

Ground Plans and Internal Ar- 
rangements of School 
Houses 75 

H 

Heating School Rooms 83 



I 

Internal Arrangements of School 

Houses 75 

Intellect, not alone to be culti- 
vated 105 

powers of. 112 



Judges and Clerks of Election...l6, 30 

L 

Location of School Houses, Trus- 
tees to fix 18 

meeting to decide 19 

what should govern 67 

attractiveness of. 68 

Lighting School Houses 82 

Lands (see School Lands) 122 

M 

Meeting of Electors, to fix location 

of School House 20 

Marshal (Census) — who should be 

appointed 19 

how he should be compen- 
sated 21 

his powers and duties 39 

how he should take the cen- 
sus 40 

to report number of deaf 

and dumb 41 

special duties of. 65 

form for appointment of 169 

Music, vocal, in Schools 119 



INDEX. 



183 



N 

Notice, of Trustees' Election, how- 
to be given ,. 16 

of Election to Tax, do. do... 29 
of Form of Poster for, how 

to be given 172 

of what should be set forth 29 

O 

Oath of Office, to be taken by Trus- 
tees 16 

Form for 168 

Object-Teaching 53 

Officers of School Department 134 

P 

Poll Taxes, 25 per cent, to School 

Fund 6 

Pupils, proper Number to each 

Teacher 4Y 

Public School, what constitutes... 55 

Plans and Specifications for School 
Houses, how to be ob- 
tained H 

Plan, for ungraded or Primary 

Schools "76 

for graded School "79 

for arrangement of Seats 
and Desks 81 

Platform, (Teacher's,) size and lo- 
cation of Y5 

Parents, their obligation to So- 
ciety 103 

duty of 114 

Physical Training , 105 

Physiological Knowledge, Value 

of 105 



R 

Report, of State Board of Education, 

when to be made 3 

of Superintendent of Public 

Instruction 4 

of State Controller 5 

of County Superintendent.. 9 

of Countj' Treasurer 14 

of School Trustees 18 

of Teachers 21, 34 

of School Marshals 41 

Reports, Forms for 175-178 

Rate Bill, how framed 53 

who shall be exempted 54 

Rules for a Board of Education.... 44 
Recesses, Necessity of frequent.. 24, 119 
Reports must be full 10, 26, 67 



PAGE. 

Records to be kept by County Su- 
perintendents 12 

Register for Teachers seeking Posi- 
tions 23 

Respiration, Principles of. 73 

Recitations, Manner of Conducting.lOO 

S 

Superintendent of Public Instruc- 
tion, his Powers and Du- 
ties 3 

School Moneys, when to be paid.... 5 
School Fund, (State,) Amount of.. 5 

what constitutes 49 

Interest on 49 

Superintendents, (County,) when 

Elected 6 

their Powers and Duties 8 

to reporton School Sections. 13 
how to test Trustees' Re- 
ports 14 

not to be interested in Con- 
tracts 35 

not to be employed as Teach- 
ers 35 

special Duties of 63 

what they are to report 64 

Names and Residence of.. ...134 

Forms for Reports 177 

Schools, (New,) how established 

in Cities 44 

Sectarian Doctrines, not to be 

taught in Public Schools.. 56 

School Lands, amount sold 6 

title of California to 122 

Act for the location and 

sale of 124 

School Land Sections — Report on 

by Co. Superintendents... 13 

Act for the sale of 128 

trespass upon 131 

resolutions relating to 132 

Statistics of Schools in California..l33 
School Houses — erection and re- 
pairs of 20,32, 34 

style of 71 

what should be considered 

in building 71 

proper dimensions of. 72 

School Fund, (State,) not to be 
diverted to other pur- 
poses 50 

only to pay Teachers 50 

account of, to be kept sepa- 
rate 51 

School Fund, (County,) how raised 51 

apportionment of. 52 

for what may bs used 62 



184 



INDEX. 



PAGE. 

School Year, when commencing... 58 

School Architecture 66 

Schools, (Common,) redeeming 

power of Ill 

statistics of, in California... 133 

School Room, best form of 75 

Seats and Desks, arrangement of, 80-90 

how constructed 90 

relative size of 91 

plans for 92 

Stove for Schools 84 

improved method of arrang- 
ing 85 

plan for 86 

School Furniture 89 

evils of badly constructed..l20 
Study, Course of. 98 

T 

Treasurer, of State, his Duties 5 

of County, his Duties.... 14, 176 
Township, the word not to be used 

for District 11 

Teachers, to be examined by Trus- 
tees 18, 57 

what their Duties should be. 45 
should keep list of Pupils... 54 
must be employed by Legal 

Authoritjr 55-57 

must report 57 

instructions and sugges- 
tions to 59 

names of, in the several 

Counties 136 

form for their Reports 178 

Tax, (District,) for the support of 

Schools 27 

electors to fix by vote 27 

notice, how given 27 

how to be collected 28 

for the erection of School 

Houses 32 

electors to vote upon 32 

Towns, Incorporated 49 

Tax, (County,) for Support of 

Schools 51 

Tax, (School,) answer to those 

who murmur at 117 

argument for the payment 

of 117-118 

Teaching, thoroughly, importance 

of 61 

Temperature proper for School 

Rooms 84 



PAGE. 

Text-Books for Public Schools 96 

Thought-Springs 103 

Trustees, in what Counties they 

draw Warrants 7 

when and how elected 15 

to take the Oath of Office... 16 

when appointed 17 

who should be appointed... 17 

their Powers and Duties 17 

to examine Teachers 18 

may suspend or expel pupils. 18 

to visit Schools 18 

to whom, when and what 

to report 18 

should formally organize... 25 
not to be interested in Con- 
tracts 35 

when they may act in Cities 

and Towns 49 

a sentiment for 103 

names of, in the several 

Counties 136 

form for their reports 175 

Township School Lands — title of 

California to 123 

Act for the sale of 128 

trespass upon 131 

concurrent resolutions rela- 
tive to 132 

U 

University Lands 123 

act for the location and sale 
of 124 

V 

Visiting the Schools 9, 25 

Vacations, Trustees to fix 23 

Ventilation, effects of bad 73, 119 

proper method of. 82 

Ventilating Flue 88 

Vocal Music in Schools 119 



Warrants, to be drawn by County 

Superintendent 8, 52 

not to be drawn unless 

funds to meet 12 

form for 171 

Windows — how they should be 

constructed 82 



